LB l.!3.I.V3a 



HISTORICAL INFORMATION AND 

JUDGMENT IN PUPILS OF 

ELEMENTARY SCHOOLS 



BY 

MARVIN J. VAN WAGENEN 



SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS 

FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE 

FACULTY OF PHILOSOPHY, COLUMBIA UNIVERSITY 



PUBLISHED BT 

(Eearfcers College, Columbia ZHmbrrsttp 

NEW YORK CITY 

1919 



HISTORICAL INFORMATION AND 

JUDGMENT IN PUPILS OF 

ELEMENTARY SCHOOLS 



BY 

MARVIN Jf VAN WAGENEN 

u 



SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS 

FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE 

FACULTY OF PHILOSOPHY, COLUMBIA UNIVERSITY 



PUBLISHED BY 

Qtocfier* College, Columbia Hitiuersfitp 

NEW YORK CITY 

1919 



LB" 5 
\1^ 



Copyright, 1919 

by 

Marvin J. Van Wagenen 



Gift 



ACKNOWLEDGMENTS 

It is a pleasure to the author to acknowledge the hearty coopera- 
tion of the principals of the eight public schools in New York City 
in which the tests were given: Albion S. Smallen, Stephen F. 
Bayne, Miss Olivia J. Hall, Charles B. Jameson, Herman S. 
Piatt, T. Adrian Curtis, Frank A. Schmidt, and Thomas C. 
Halligan, and that of Miss Ella C. -McNaier, assistant principal 
in one of the schools. Not only was permission courteously 
granted to give the tests in the various classes but every assistance 
possible was rendered to make the giving of the tests a success. 
In so far as these tests may prove of value, not a small part of it 
is due to their cooperation together with that of the teachers in 
charge of the various classes tested. To Professor Henry John- 
son, Professor J. Montgomery Gambrill, and Professor Henry A. 
Ruger, of Teachers College, and to Professor Robert S. Wood- 
worth, of Columbia University, the writer wishes to express his 
appreciation for their many valuable suggestions and criticisms. 
To Professor Edward L. Thorndike, the author is under an 
obligation which only the men and women who have worked 
with him can fully appreciate. Without the encouragement 
and assistance of his wife, Mary Adele Van Wagenen, in the 
framing, giving, and scoring of the tests, the working up of the 
results and the preparation of the manuscript, the work could 
not have been carried out as successfully as it has been. 



CONTENTS 

General Results 
I. The Scales: Information A, Information B, Thought 
A, Thought B, Character A, Character B, and 
Character L 1 

II. Individual, Grade, Age, and Sex Differences ... 7 

III. Intercorrelations of the Three Abilities Tested . . 13 

Derivation of the Scales 

IV. Grade Distributions 17 

V. Overlapping and Difference between Median Diffi- 
culties for the Different Grades ...... 29 

VI. Measuring the Difficulty of Each Question or Task . 37 

Keys 
VII. Keys to the History Scales 51 

Appendix 

I. Data on Correlations between Scales 66 

II. Data on. Sex Differences 70 

III. The Scales (Inserts after page 74) 



INTRODUCTION 

This monograph presents the results of a study of means or 
instruments for measuring historical knowledge and judgment, 
and of the application of these instruments to measure differences 
between grades, differences between ages, differences between 
the sexes; the interrelations between (a) amount of knowledge, 
(6) ability to draw inferences from historical data, and (c) ability 
to judge character and motives from facts about persons, espe- 
cially about their public life. 

SECTION I 

THE SCALES 

Information A, Information B, Thought A, Thought B, 
Character A, Character B, and Character L 

The final result of the first division of the inquiry consists of 
seven series of questions or tasks graded in difficulty, and keys 
whereby the achievement of a pupil in respect to any of the tasks 
may be evaluated. These graded series are educational scales 
of the type of the Binet-Simon Tests, the Thorndike Reading 
Scales, the Trabue Language Scales, the Woody Arithmetic 
Scales and the Hahn Geography Scale. With these scales a 
group is measured by the degree of difficulty to which it can 
respond with an assigned per cent of correct results (say 80 per 
cent) . When the history scales have been increased by the addi- 
tion of a sufficient number of alternative questions and tasks an 
individual may be measured accurately in this same manner. 
For the present an individual is more accurately measured by 
using the number of correct responses which he makes to the 
series. This number can, by proper treatment, be transmuted 
into a statement of the degree of difficulty to which the individual 
would probably respond with an assigned per cent of correctness. 

The achievements selected for measurement are (1) those 
relating to the ability to grasp and retain facts of American 



2 Historical Information and Judgment in Pupils 

history, (2) those relating to the ability to draw inferences from 
historical facts, and (3) those relating to the ability to recognize 
different traits of character revealed in historical situations. 
In each of these achievements there have been worked out two 
similar series of questions or problems, each of the two series 
containing problems of increasing difficulty for any one grade, 
and being at the same time of an approximately equal difficulty 
as a whole. These scales are shown in the Appendix. The num- 
ber in italics before each task gives its position in the order of 
difficulty. The second number is its identification number, by 
which it will be designated throughout this monograph. 

The Information Scales A and B are designed to measure the 
range of information from the standpoint of quantity and diffi- 
culty of comprehension. The questions used are such that, in 
the rating of the pupils, variations due to differences in the 
judgments of different scorers are reduced to a minimum. 

In the Thought Scales A and B, certain facts are given from 
which the pupil is to draw an inference in answer to the question 
accompanying them. In the easier problems the difficulty lies 
mainly in seeing the point to the question, while in the more 
difficult problems the difficulty lies in the selection of appropriate 
generalized information. Owing to the great variety of ways in 
which a correct or partially correct answer may be expressed by 
the pupil, variations in the ratings of the pupils due to variations 
in the judgments of the scorers are not readily eliminated. Such 
variations have been reduced in a large degree, however, by as- 
signing to a number of answers given by pupils to each problem a 
definite score, based on the judgment of from sixteen to twenty- 
two advanced students in American history. 

In the Character Scales A and B, an attempt is made to meas- 
ure the ability to perceive traits of character on the basis of the 
ability to select from a group of ten words the three words which 
tjest describe the character or action of the individual or group 
playing a leading part in each sketch. In these scales, three 
words which were rated by at least four out of five competent 
adults as being adequately descriptive and by not more than one 
out of the five as being not more than partially descriptive, were 
mixed in with seven other words which were rated by at least four 
•out of five competent adults as being not at all descriptive and 
by not more than one as being even partially descriptive. In 



Information, Thought, and Character Scales 3 

order to determine whether or not the Character Scales A and 
B measure the ability to pick out traits of character or are merely 
word discrimination tests, a supplementary scale, Character L, 
was worked out. In this scale motives instead of words are used 
for fourteen of the problems of Character Scale A, the motives 
being selected on the basis of the median judgment of twenty- 
eight advanced students of American history. 

The chief desiderata in instruments for measuring achieve- 
ment in American history are (1) that the tasks be symptoms of 
important abilities really desired by the school, (2) that the 
tasks be not too much disturbed by linguistic difficulties so that 
ability in history, not in reading or composition, may be chiefly 
measured, (3) that the measurement of a small group, such as a 
class of twenty-five or more, be made with sufficient precision, 
(4) that the tests be capable of extension to alternative forms so 
as to reduce the harm done by special preparation or coaching 
for the tests, and (5) that the administration and scoring of the 
tests be convenient. 

The reader may judge for himself concerning the first and sec- 
ond of these points. Concerning the third the essential facts 
are as follows : The tests being given to groups under ordinary 
class-room conditions : Information Scale A correlates with Infor- 
mation Scale B (using pupils of the same sex and grade) to an 
extent of .71 ± .01. Thought Scale A correlates with Thought 
Scale B (using pupils of the same sex and grade) to an extent 
of .74 ± .01. Character Scale A correlates with Character 
Scale B (using pupils of the same sex and grade) to an extent of 
.83 ±'.01. Character Scale L correlates with either Character 
Scale A or Character Scale B to an extent of .70 ± .02. 

The mean square error of placing an individual by one test is 

then (by the formula S = aVl — r 2 ) about .7 of the standard 

deviation of the children of his sex and grade in the case of the 

Information and Thought tests and about .6 of it in the case 

of the Character tests. For a group of twenty-five the mean 

.7 .6 

square error would be , — S.D. and , — S.D. or .14 S.D. and 

V25 V25 

.12 S.D. respectively. 

The detailed data on which these estimates are based will be 
found in Appendix I. 



^M 



4 Historical Information and Judgment in Pupils 

A composite score formed from the three A tests correlates 
with a similar composite formed from the three B tests (using 
pupils of the same sex and grade) to an extent of .876 with a 
probable error well under .01. The three A or B scales when 
combined and used to measure a class of twenty-five thus give a 
mean square error of less than . 1 the S.D. of a grade. For a 
group of 100 the mean square error will be under .05 S.D. or 
about 1/ 120th of the range for a grade. 

As to extensibility, — the Information Scales may be increased 
by alternates until the whole content of American history is in- 
cluded, so that coaching would mean a good general course in 
history! The Thought and Character Scales may be extended 
indefinitely, under the limitations of industry and ingenuity in 
finding and framing tasks. 

As to convenience of administration and scoring, these tests 
are at least notable improvements upon the ordinary form of ex- 
amination. They may be given to groups of any size; 50 minutes 
is adequate to exhaust the abilities of all save a very, very few; 
most of the scoring can be done by the use of the keys printed 
in Section VII without the use of expert judgment and without 
any special preparation. With some special tuition and prac- 
tice a person of very mediocre attainments in history and general 
wisdom can score all the questions with sufficient precision for 
such practical purposes as measuring the progress of a class, 
comparing two schools, or reporting the results of tests under 
different conditions. 

In putting forth this series of tests the attempt to cover the 
whole field of mental activity involved in the study of American 
history has not been made. No scales, for instance, are included 
which are designed to measure the capacity of the student to 
grasp and comprehend the meaning and significance of historical 
situations or of the changing standards of judgment, to measure 
the ability of the pupil to judge of the degree of reliability or 
validity of historical material or historical evidence, or to measure 
his ability to distinguish between statements of fact and state- 
ments of opinion. The attempt is here made to measure only 
those phases of the work in American history which are at present 
emphasized in the public elementary schools. 

The difficulty of each question, defined and measured in a way 
to be fully described later, is as shown in the following table. In 



Information, Thought, and Character Scales 5 

this table, I is the difference in difficulty between an information 
task which 50 per cent of the 4th grade children do correctly and 
a task which possesses zero or just not any difficulty. T is the 
difference in difficulty between a task for historical thought or 
judgment which 50 per cent of the 4th grade children do correctly 
and a task of zero difficulty. C is the corresponding difference 
in the case of judgments of character, motive and the like. The 
amounts of I,T and C are, at present, unknown. The somewhat 
elaborate course of experimentation and statistical treatment 
which results in these measures is given in Section IV. 









TABLE 1 














Difficulty 


of Each Task 






Information A 


Information B 


Thought A 


Thought B 


1. ] 


* -0.4 


1. 


I -1.0 


1. Tf 


+2.0 


1. T 


+0.4 


2. ] 


. +0.1 


2. 


I -0.3 


2. T 


+ 1.4 


2a T 


+ 1.5 


3. ] 


. +1-4 


3. 


I +2.1 


3. T 


+2.6 


26 T 


+2.3 


4. ] 


. +1.6 


4. 


I +1.5 


4. T 


+3.1 


3a. T 


+4.6 


5. 1 


: +2.1 


5. 


I +2.0 


5a. T 


+4.2 


36. T 


+4.0 


6. 1 


: +2.8 


6. 


I +2.6 


56. T 


+3.5 


3c. T 


+4.1 


7. 1 


: +1.8 


7. 


I +2.8 


5c. T 


+3.0 


4. T 


+3.4 


8. ] 


: +3.3 


8. 


I +2.8 


6. T 


+4.3 


5. T 


+3.8 


9. ] 


[ +3.1 


10. 


I +2.8 


7. T 


+3.9 


6. T 


+3.7 


10. ] 


[ +3.7 


11. 


I +2.8 


8. T 


+4.5 


7a. T 


+4.3 


11. ] 


[ +4.1 


12. 


I +4.3 


10a. T 


+6.7 


76. T 


+3.3 


12. ] 


[ +3.6 


13. 


I +4.2 


106. T 


+3.9 


8. T 


+4.3 


13. ] 


[ +4.1 


14. 


I +4.5 


10c. T 


+4.7 


9. T 


+4.0 


14. ] 


[ +4.2 


15. 


I +3.0 


11a. T 


+4.0 


10. T 


+4.6 


15. ] 


[ +4.8 


16. 


I +4.2 


116. T 


+5.0 


11. T 


+5.3 


16. ] 


[ +3.4 


17. 


I +5.0 


12. T 


+3.5 


12a. T 


+4.6 


17. ] 


[ +4.1 


18. 


I +4.7 


13. T 


+4.3 


126. T 


+5.1 


18. ] 


[ +5.6 


19. 


I +4.9 


14. T 


+4.4 


13a. T 


+3.7 


19. ] 


[ +4.8 


20. 


I +5.5 


15a. T 


+5.3 


136. T 


+4.9 


20. ] 


[ +6.6 


21. 


I +5.7 


156. T 


+6.2 


14a. T 


+7.1 


21. ] 


[ +5.8 


22. 


I +4.8 


16a. T 


+4.1 


146. T 


+4.6 


22. : 


[ +5.7 


23. 


I +7.2 


166. T 


+5.2 


15. T 


+4.3 


23. . 


[ +6.3 


24. 


I +6.0 


17. T 


+5.9 


16. T 


+6.0 


24. : 


[ +7.8 


25. 


I +4.7 


18. T 


+5.3 


17. T 


+5.3 


25. 


[ +5.9 


26. 


I +5.8 


19. T 


+4.8 


18. T 


+6.1 


26. 


[ +6.2 


27. 


I +5.8 


20a. T 


+5.7 


19. T 


+6.2 


27. ' 


[ +7.6 


28. 


I +5.5 


206. T 


+6.0 


20a. T 


+4.6 


28. 


[ +5.4 


29. 


I +5.9 


21. T 


+5.0 


206. T 


+7.0 


29. 


I +6.8 


30. 


I +7.0 


22. T 


+6.1 


21. T 


+6.7 


30. 


[ +6.5 


33. 


I +8.6 






22. T 


+7.7 


33. 


[ +8.1 


34. 


I +6.9 










34. 


I +9.9 















* I is the difference in difficulty between an information task which 50 per 
cent of the 4th grade children do correctly and a task which possesses zero or 
just not any difficulty. 

t T is the difference in difficulty between a task for historical thought or 
judgment which 50 per cent of the 4th grade children do correctly and a task 
of zero difficulty. 



6 Historical Information and Judgment in Pupils 



TABLE 1— Continued 
Difficulty of Each Task 



Character A 


Character B 


Character L 


1. C* 


+ 1.8 


1. 


C 


+ 1.3 


1. C 


+1.7 


2. C 


+ 1.8 


2a. 


C 


+3.1 


2. C 


+ 1.6 


3. C 


+2.4 


26. 


C 


+2.4 


3a. C 


+2.9 


4. C 


+3.2 


3. 


C 


+2.6 


36. C 


+2.8 


5. C 


+2.1 


4. 


C 


+3.2 


4. C 


+3.0 


6a. C 


+2.9 


5a. 


C 


+2.9 


5. C 


+2.9 


66. C 


+2.8 


56. 


C 


+2.4 


6. C 


+2.7 


7a. C 


+3.0 


6. 


C 


+1.5 


7a. C 


+2.8 


76. C 


+3.3 


7. 


C 


+3.8 


76. C 


+4.0 


8. C 


+3.0 


8a. 


C 


+3.3 


8a. C 


+3.2 


9. C 


+2.8 


86. 


C 


+4.1 


86. C 


+4.0 


10. C 


+3.2 


8c. 


C 


+3.7 


9a. C 


+3.7 


11. C 


+4.0 


9. 


C 


+3.2 


96. C 


+3.8 


12. C 


+4.2 


10. 


C 


+3.5 


10. C 


+3.6 


13a. C 


+3.8 


11. 


C 


+5.0 






136. C 


+4.5 


12. 


C 


+4.1 






14. C 


+4.5 


13a. 


C 


+4.5 






15a. C 


+4.5 


136. 


C 


+5.0 






156. C 


+4.6 


14. 


C 


+5.7 







* C is the corresponding difference in the case of judgments of character, 
motive and the like. 



SECTION II 
INDIVIDUAL, GRADE, AGE, AND SEX DIFFERENCES 

As in the other studies of school achievements, so in history 
wide differences in ability are found among pupils of the same 
grade. The facts for the two tests of information combined are 
given below. The maximum possible score was 63. The range 
was from to 25 in Grade 4; from 4 to 35 in Grade 5; from 5 to 
46 in Grade 6; from 6 to 48 in Grade 7; and from 10 to 51 in 
Grade 8. 

TABLE 2 

Information Scales A and B Combined 

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 

Range 0-25 4r-35 5-16 6-48 10-51 

Medians 9.0 16.6 23.6 26.3 32.2 

25% 6.8 12.9 18.0 19.5 27.3 

75% 11.7 20.9 28.5 32.6 37.8 

The facts for the two tests of inference and judgment, Thought 
A and Thought B, are as follows, the possible maximum being 59: 

TABLE 3 
Thought Scales A and B Combined 

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 

Range .' 0-24 0-35 2-45 3-49 3-56 

Medians 4.2 9.9 20.7 28.0 36.2 

25% 2.5 6.5 14.6 20.5 28.7 

75% 6.2 15.3 28.9 35.0 42.0 

The facts for the tests of judgment of character, Character 
A and Character B combined, are as follows, the possible maxi- 
mum being 38 : 

TABLE 4 
Character Scales A and B Combined 
Grade 4 

Range., 0-23 

Medians.:.... 3.6 

25% 2.1 

75% 5.9 



Jrade 5 


Grade 6 


Grade 7 


Grade 8 


0-30 


0-36 


4-36 


4-36 


8.1 


13.1 


18.7 


22.1 


4.9 


8.7 


12.7 


17.2 


12.3 


18.9 


24.4 


28.1 



8 Historical Information and Judgment in Pupils 

The facts for the test Character L are as follows, the possible 
maximum being 14 : 

TABLE 5 
Character Scale L 
Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 

Range 0-7 0-12 0-14 0-12 0-13 

Medians 1.2 2.4 4.4 5.7 7.7 

25% 0.6 1.3 2.5 3.3 4.9 

75% 2.1 4.2 6.6 8.4 9.9 

The differences between successive grades appear in the medi- 
ans given above. They are: 

Grades 5-4 6-5 7-6 8-7 

Information 7.6 7.0 2.7 5.9 

Thought 5.7 10.8 7.3 8.2 

Character A+B 4.5 5.0 5.6 3.4 

Character L 1.2 2.0 1.3 2.0 

The differences between the grade medians being small in 
comparison with the range within a grade, there must obviously 
be much " overlapping." There is an amount that will be aston- 
ishing to anyone who has thought of historical information and 
power as chiefly produced by school study. There are many 
children in Grade 4, who have hardly studied history in school at 
all, who do better even in the information tests than some children 
in Grade 8. The facts are given fully in Section IV. As samples 
we may take the percentage of each grade who reach the median 
of the grade above: 

(5.8 in Information A and B 
7.0 in Thought A and B 
14.7 in Character A and B 

f 14 .4 in Information A and B 
Per cent for Grade 5 ] 10 . 6 in Thought A and B 
( 20 .9 in Character A and B 

S36.0 in Information A and B 
29.2 in Thought A and B 
25.8 in Character A and B 

(26.8 in Information A and B 
22.5 in Thought A and B 
34.9 in Character A and B 

These per cents would be somewhat lower for a combination 
of the three historical abilities, but it is safe to say that a regrad- 
ing of history classes on the basis of the absolute ability of pupils 
to do the class work would, in Grades 6, 7, and 8, put nearly or 



Individual, Grade, Age, and Sex Differences 



9 



quite half of the pupils in a different grade from that in which 
they were found. Much the same has been found true in the 
case of language, reading, spelling, and arithmetic. 









TABLE 6 












Medians for 


Each Age in 


Each Grade 










Information A 












81 


9| 


m 


HI 


12| 


13| 


14| 


15| 


Grade 4 . . . . 


5.5 


5.0 


4.7 


4.2 


3.3 


2.8 


2 






(83) 


(193) 


(126) 


(62) 


(21) 


(9) 


(1) 






12 


10.3 


8.9 


9.1 


8.6 


9.0 


6.5 


7.6 




(2) 


(46) 


(166) 


(106) 


(49) 


(36) 


(13) 


(7) 




19 


13 


12.3 


12.6 


11.5 


11.6 


10.4 


10.5 




(1) 


(8) 


(91) 


(181) 


(115) 


(74) 


(44) 


(10) 


Grade 7 , . 


' 




17 


14'.4 


13.3 


11.9 


10.7 


9.8 








(10) 


(69) 


(146) 


(104) 


(63) 


(27) 


Grade 8 




# m 


17 


19 


16.8 


15.6 


15.9 


13.9 








(2) 


(12) 


(71) 


(165) 


(130) 


(61) 








TABLE 7 












Medians for 


Each Age in 


Each Grade 










Information B 












8* 


91 


10| 


HI 


12| 


13| 


141 


15| 




5.8 


4.8 


4.6 


3.9 


3.4 


4.5 


3 






(83) 


(197) 


(127) 


(60) 


(17) 


(9) 


(2) 






12 


10.0 


8.3 


8.2 


8.6 


7.3 


7 


4.5 




(2) 


(46) 


(169) 


(104) 


(49) 


(36) 


(14) 


(7) 


Grade 6 . . . . 


21 


12.5 


12.3 


12.5 


11.6 


11.4 


8.2 


7 




(1) 


(7) 


(89) 


(184) 


(114) 


(74) 


(40) 


(10) 


Grade 7 . . . . 




m i 


19.3 


15.7 


14.0 


13.3 


12.3 


10 








(10) 


(69) 


(144) 


(100) 


(57) 


(26) 


Grade 8 


m 9 


9 # 


18 


21 


18.7 


16.6 


16.8 


14.9 








(2) 


(12) 


(69) 


(164) 


(130) 


(61) 








TABLE 8 












Medians for 


Each Age in 


Each Grade 












Thought A 












8| 


91 


10| 


HI 


12| 


13| 


14| 


15| 


Grade 4 . . . . 


3.2 


2.5 


2.2 


2.5 


1.8 


2.2 





1 




(52) 


(197) 


(113) 


(52) 


(25) 


(ID 


(1) 


(1) 




12.5 


6.5 


5.8 


5.5 


5.5 


3.0 


3.3 


3.5 




(2) 


(34) 


(134) 


(98) 


(58) 


(44) 


(15) 


(8) 


Grade 6 . . . 






13.0 


11.4 


9.9 


9.2 


9.4 


6.5 




- 




(59) 


(139) 


(99) 


(64) 


(40) 


(13) 








18.7 


17.3 


14.8 


12.3 


11.9 


11.3 








(8) 


(44) 


(108) 


(102) 


(65) 


(27) 


Grade 8 , . . . 






20 


20.5 


19.5 


18.0 


18.3 


15.4 


2 






(1) 


(5) 


(48) 


(150) 


(122) 


(55) 



10 



Historical Information and Judgment in Pupils 









TABLE 9 












Medians for 


Each Age in 


Each Grade 












Thought B 












8* 


9* 


10| 


Hi 


12| 


13* 


14* 


15* 




2.0 


2.0 


1.8 


2.1 


1.7 


2.3 


3.5 


4 




(52) 


(196) 


(111) 


(59) 


(24) 


(ID 


(3) 


(1) 


Grade 5 . . . . 


12.5 


6.0 


5.7 


6.0 


6.4 


4.0 


3 


3.3 




(2) 


(34) 


(133) 


(97) 


(58) 


(43) 


(14) 


(8) 






m m 


13.5 


11.4 


10,3 


8.6 


9.5 


9 








(60) 


(139) 


(98) 


(60) 


(37) 


(12) 


Grade 7 , . . . 




m . 


17 


16.0 


15.5 


13.9 


10.9 


10.2 








(8) 


(44) 


(109) 


(100) 


(63) 


(27) 


Grade 8 .... . 


# m 


m m 


. . 


20.5 


20.4 


19.3 


18.4 


16.0 










(5) 


(49) 


(147) 


(122) 


(54) 








TABLE 10 












Medians for 


Each Age in 


Each Grade 












Character A 












8* 


9| 


10* 


HI 


12* 


13* 


14* 


15* 




2.4 


2.5 


1.9 


1.3 


1.6 


1.3 


1.3 






(29) 


(171) 


(117) 


(44) 


(24) 


(7) 


(3) 




Grade 5 . . . . 


9.5 


6.5 


4.6 


4.0 


3.6 


3.8 


3.1 


3.0 




(2) 


(25) 


(102) 


(96) 


(43) 


(35) 


(13) 


(8) 


Grade 6 . . 




15.5 


8.2 


8.0 


6.5 


6.2 


5.9 


6.8 






(4) 


(55) 


(155) 


(119) 


(73) 


(49) 


(13) 


Grade 7. ... 


' 




10.5 


11.5 


10.1 


9.9 


8.8 


6.5 






1 


(3) 


(41) 


(115) 


(97) 


(75) 


(17) 


Grade 8 . 




m m 


19 


13.6 


13.6 


12.3 


11.6 


11.0 








(1) 


(9) 


(54) 


(146) 


(135) 


(58) 








TABLE 11 












Medians for 


Each Age in 


Each Grade 












Character B 










Grade 4 . . . . 


1.9 


2.2 


1.8 


1.3 


1.3 


1.1 


1.2 






(29) 


(173) 


(119) 


(42) 


(23) 


(7) 


(3) 


. . 


Grade 5 . . . . 


8.5 


5.9 


4.5 


3.9 


3.3 


3.3 


4.5 


3.3 




(2) 


(23) 


(102) 


(95) 


(44) 


(35) 


(13) 


(9) 






12.5 


8.4 


7.1 


5.8 


5.8 


5.2 


6.3 






(2) 


(55) 


(157) 


(116) 


(73) 


(49) 


(13) 


Grade 7 






9.5 


9.8 


9.5 


9.6 


7.9 


3.9 








(4) 


(41) 


- (H5) 


(98) 


(75) 


(17) 


Grade 8 . 






10 


14.5 


12.1 


11.3 


10.2 


9.5 








(1) 


(9) 


(51) 


(146) 


(135) 


(57) 



It will be noted that there is a general tendency in all the scales 
for the younger pupils in any grade to achieve a higher median 
score than the older pupils of that grade. In the upper grades 
the younger pupils of one grade tend to achieve as high or even a 
higher median score than the older pupils of the next higher grade. 



Individual, Grade, Age, and Sex Differences 11 

It will be noted, too, that in all the scales, despite the fact that 
the younger pupils in the grade are likely to be promoted more 
rapidly while the older pupils are more likely to be retarded, the 
interval between the median achievement of the younger pupils 
in the fourth grade and the median achievement of the younger 
pupils in the eighth grade is greater than the interval between 
the median achievement of the older pupils in the fourth grade 
and the median achievement of the older pupils in the eighth 
grade. The younger pupils in the grade not only tend to start 
with a higher score in the lower grade and to advance more rapidly 
from grade to grade but they also tend to accomplish more while 
passing through the grades in a shorter time than the older pupils 
tend to accomplish while taking a longer time to complete the 
work of the same grades. 

The boys of the schools tested do notably better than the girls 
in all three of these abilities, especially in the Information Scales. 
A summary of the facts is given below. The detailed facts are 
given in Tables 59 to 65 in Appendix II. 

TABLE 12 

Per Cent op Boys Equalling or Exceeding the Median Accomplish- 
ment of Girls in the Same Grade 

Informa- Informa- Thought Thought Charac- Charac- Charac- 
tion A tion B A B ter A ter B ter L 

Grade 4 74.3 80.6 62.5 67.6 52.9 51.0 45 7 

Grade 5... 81.9 82.6 74.8 67.6 55.3 57.3 52.0 

Grade 6 82.7 82.6 80.6 77.1 60.2 63.8 63 3 

Grade 7 89.9 91.0 74.3 79.2 59.1 54.2 64 8 

Grade 8 88.6 83.3 78.5 72.4 59.9 61.6 65.8 

Average....... 83.5 84.0 74.1 72.8 57.5 57.6 58.3 

TABLE 13 

Per Cent of Girls Equalling or Exceeding the Median Accomplish- 
ment of Boys in the Same Grade 

Informa- Informa- Thought Thought Charac- Charac- Charac- 
tion A tion B A B ter A ter B ter L 

Grade4 24.5 11.9 38.7 25.8 46.9 48.8 55 4 

Grade 5 20.1 23.6 30.1 31.9 44.1 42.2 46 3 

Grade 6 16.2 19.4 20.5 22.9 43.9 34.3 33 3 

Grade7. 8.7 11.6 23.4 25.4 41.7 46.3 33 3 

Grade8 15.0 20.4 23.7 27.6 40.0 39.1 36 6 

Average 21.1 21.7 27.3 26.7 43.3 42.1 41.0 

In the Thought Scales the per cent of boys who do more prob- 
lems correctly than the median girl in each grade is less marked 
than in the case of the Information Scales. The tendency for 






12 Historical Information and Judgment in Pupils 

the per cent of boys excelling the median girl to increase from 
grade to grade is also present at least up to the seventh grade. 

In the Character Scales the per cent of boys who do more prob- 
lems correctly than the median girl in each grade is still less 
marked. The tendency for the percentage of boys excelling the 
median girl to increase from grade to grade up to the seventh 
grade is evident just as it is in the case of the other scales. The 
facts given in these tables clearly show the increasing superiority 
of the boys over the girls in doing these tasks from the fourth 
grade up to the seventh grade at least, and, in the case of the 
Information Scales, up to the eighth grade, the greatest superiority 
being shown in the Information Scales and the least in the Char- 
acter Scales, where the effect of class-room work is probably least 
apparent. 






SECTION III 

INTERCORRELATION OF THE THREE ABILITIES 

The correlations in the following tables indicate clearly that 
information ability — ability to answer correctly questions asking 
for definite facts — is not antagonistic to or divorced from thought 
ability, as is sometimes thought, but is closely related to it. To 
learn facts with an understanding of their meanings requires 
thought in so far as selective thinking is involved in the percep- 
tion of the definite relations essential in a comprehension of the 
meanings. The response in correctly answering an information 
question which has not become a fixed habit of reaction requires 
thought in order to interpret the question, — to locate clearly 
what information is called for — and to reject all inappropriate 
associations, selecting from the several associations that may be 
recalled by the various words and phrases of the question or the 
mental set peculiar to it, that one which actually answers the 
question. Then, too, an inference depends in a large measure 
upon the possession of information, either specific or generalized, 
which has been acquired in situations in which similar elements 
are probably involved. 

In Tables 14, 15, and 16 are given the raw coefficients obtained 
by correlating the scores of the seventh and eighth grade pupils 
in each scale with those of every other scale, with the exception 
of Character Scale L. By using the formula 



r pa 



* v 2>1«2' ^ r V2lV 
v V'p 1 p 2 ) V qiq 2 ) 



to make correction for attenuation, the ability to answer the in- 
formation questions evidently correlates with the ability to do 
the thought problems above .80 in the seventh and eighth grades. 
The next closest relationship is found between the ability to do 
the thought problems and the ability to do the tasks involved 
in the Character Scales (.78). The correlation between the 
ability to answer the information questions and the ability to 
do the character tasks is a little below .70. 



14 



Historical Information and Judgment in Pupils 



TABLE 14 

Correlations between Information and Thought Scales 



Scales 


Grade 


Sex 


No. 


r 


Information A- 
Information B- 
Information A- 
Information B- 


-Thought A 
-Thought B 
-Thought B 
-Thought A 


8 
8 
8 
8 


Male 
Male 
Male 
Male 


115 
115 
115 
115 


.466 
.516 
.539 

.483 


Information A- 
Information B- 
Information A- 
Information B- 


-Thought A 
-Thought B 
-Thought B 
-Thought A 


7 
7 
7 
7 


Male 
Male 
Male 
Male 


79 
79 
79 
79 


.678 
.823 
.662 
.657 


Information A- 
Information B- 
Information A- 
Information B- 


-Thought A 
-Thought B 
-Thought B 
-Thought A 


8 

8 
8 
8 


Female 
Female 
Female 
Female 


141 
141 
141 
141 


.637 
.611 
.542 
.658 


Information A- 
Information B- 
Information A- 
Information B- 


-Thought A 
-Thought B 
-Thought B 
-Thought A 


7 
7 
7 
7 


Female 
Female 
Female 
Female 


111 
111 
111 
111 


.476 
.648 
.439 
.731 


Information A- 
Iriformation B- 
Information A- 
Information B- 


-Thought A 
-Thought B 
-Thought B 
-Thought A 


8 

8 

• 8 

8 


Both 
Both 
Both 
Both 


256 
256 
256 
256 


.628 
.625 
.592 
.653 


Information A- 
Information B- 
Information A- 
Information B- 


-Thought A 
-Thought B 
-Thought B 
-Thought A 


7 
7 
7 
7 


Both 
Both 
Both 
Both 


190 
190 
190 
190 


.600 

.757 
.608 
.718 



TABLE 15 

Correlations between Information and Character Scales 

Scales 

Information A — Character A 
Information B — Character B 
Information A — Character B 
Information B — Character A 

Information A — Character A 
Information B — Character B 
Information A — Character B 
Information B — Character A 

Information A — Character A 
Information B — Character B 
Information A — Character B 
Information B — Character A 



Grade 


Sex 


8 
8 
8 
8 


Male 
Male 
Male 
Male 


7 
7 
7 
7 


Male 
Male 
Male 
Male 


8 
8 
8 
8 


Female 
Female 
Female 
Female 



No. 


r 


115 


.455 


115 


.387 


115 


.494 


115 


.400 


79 


.660 


79 


.557 


79 


.568 


79 


.631 


141 


.551 


141 


.613 


141 


.548 


141 


.579 



Inter correlation of the Three Abilities 



15 



TABLE 15— Continued 

Correlations between Information and Character Scales 

Scales 
Information A — Character A 
Information B — Character B 
Information A — Character B 
Information B — Character A 

Information A — Character A 
Information B — Character B 
Information A — Character B 
Information B — Character A 

Information A — Character A 
Information B — Character B 
Information A — Character B 
Information B — Character A 



Grade 


Sex 


No. 


r 


7 


Female 


Ill 


.452 


7 


Female 


111 


.621 


7 


Female 


111 


.459 


7 


Female 


111 


.673 


8 


Both 


256 


.526 


8 


Both 


256 


.546 


8 


Both 


256 


.543 


8 


Both 


256 


.557 


7 


Both 


190 


.521 


7 


Both 


190 


.575 


7 


Both 


190 


.492 


7 


Both 


190 


.626 



TABLE 16 

Correlations between Thought and Character Scales 

Scales 
Thought A — Character A 
Thought B— Character B 
Thought A — Character B 
Thought B — Character A 

Thought A — Character A 
Thought B— Character B 
Thought A — Character B 
Thought B — Character A 

Thought A — Character A 
Thought B— Character B 
Thought A — Character B 
Thought B — Character A 

Thought A — Character A 
Thought B— Character B 
Thought A — Character B 
Thought B — Character A 

Thought A — Character A 
Thought B— Character B 
Thought A — Character B 
Thought B — Character A 

Thought A — Character A 
Thought B— Character B 
Thought A — Character B 
Thought B— Character A 



Grade 


Sex 


No. 


r 


8 


Male 


115 


.596 


8 


Male 


115 


.569 


8 


Male 


115 


.560 


8 


Male 


115 


.531 


7 


Male 


79 


.666 


7 


Male 


79 


.583 


7 


Male 


79 


.529 


7 


Male 


79 


.647 


8 


Female 


141 


.748 


8 


Female 


141 


.668 


8 


Female 


141 


.724 


8 


Female 


141 


.718 


7 


Female 


111 


.617 


7 


Female 


111 


.576 


7 


Female 


111 


.597 


7 


Female 


111 


.613 


8 


Both 


256 


.702 


8 


Both 


256 


.648 


8 


Both 


256 


.674 


8 


Both 


256 


.663 


7 


Both 


190 


.640 


7 


Both 


190 


.578 


7 


Both 


190 


.571 


7 


Both 


190 


.622 



a— e~ 



16 



Historical Information and Judgment in Pupils 





TABLE 


17 






Correlations between Abilities 






(r's of previous tables corrected for attenuation) 






Scales 


Grade 


Sex 


No. 


r 


Information and Thought 


8 


Male 


115 


.782 


Information and Thought 


7 


Male 


79 


.845 


Information and Thought 


8 


Female 


141 


.803 


Information and Thought 


7 


Female 


111 


.801 


Information and Thought 


8 


Both 


256 


.822 


Information and Thought 


7 


Both 


190 


.845 


Average within same sex 


and grade 


81±.01 






Information and Character 


8 


Male 


115 


.620 


Information and Character 


7 


Male 


79 


.723 


Information and Character 


8 


Female 


141 


.711 


Information and Character 


7 


Female 


111 


.768 


Information and Character 


8 


Both 


256 


.686 


Information and Character 


7 


Both 


190 


.689 


Average within same sex 


and grade . 


71±.02 






Thought and Character 


8 


Male 


115 


.750 


Thought and Character 


7 


Male 


79 


.720 


Thought and Character 


8 


Female 


141 


.890 


Thought and Character 


7 


Female 


111 


.758 


Thought and Character 


8 


Both 


256 


.839 


Thought and Character 


7 


Both 


190 


.739 



Average within same sex and grade .78 ±.02 






A 



SECTION IV 

THE DERIVATION OF THE SCALES: 
GRADE DISTRIBUTIONS 

During the months of May and June, 1916, preliminary tests 
were given to about twelve hundred children in three public 
schools of New York City. In only a few instances, however, was 
it possible to give all the questions to any one group. The 
easier questions in each series were tried by children in Grades 
4 to 8, while the more difficult questions and problems were tried 
only in the sixth, seventh, and eighth grades. 

From the larger lists of questions, — about two hundred for 
the Information series, one hundred for the Thought series and 
eighty for the Character series — such questions and problems 
were selected as tended to decrease in difficulty from grade to 
grade. These were then arranged in a tentative order of diffi- 
culty for each series and paired off in two groups of approxi- 
mately equal difficulty. A further selection was made from these 
two groups by eliminating from each group those questions or 
problems that tended to lower the correlation between the two 
groups. 

The two groups were then put together and rearranged into 
two further groups, questions of approximately equal difficulty 
being included in each group. On the basis of this preliminary 
testing, Information Scales A and B, Thought Scales A and B, 
and a part of Character Scales A and B were thus constructed. 
Character Scales A and B were extended to their present form 
and Character Scale L was constructed on the basis of additional 
tests given in one of the public schools in New York City during 
December, 1916, and January, 1917. 

During the spring term of 1917 the history scales in their pres- 
ent form were given in five more public schools of New York 
City, the Information Scales being given during February and 
March to "nearly 2,35c) 1 pupils in the second half of Grades 4 

1 The exact number of pupils who attempted each scale in each grade is 
given in Table 23, Section IV. 



18 Historical Information and Judgment in Pupils 

to 8; the Thought Scales being given during April and May 
to nearly 2,05c) 1 pupils in the second half of Grades 4 to 8; the 
Character Scales being given during April and May to nearly 
2,000 1 pupils in the second half of Grades 4 to 8. In two of the 
five public schools the pupils tried all of the scales. In order to 
insure uniformity in the results the tests were all given and scored 
by the author and his wife. 

The schools selected for the final tests differed widely as far 
as the economic and social background of the pupils was con- 
cerned. In fact, the differences were as great as one would prob- 
ably find in any school system, and certainly very, very much 
greater than the difference between any two school systems. 
Despite these differences, as well as the other differences among 
the schools selected, the order of difficulty for the questions is 
nearly the same for the different schools, as well as for different 
grades within the same school, as is shown below : 



r for Information Scale 2 A < 



in Grade 8 between Schools W and X = .97 
in Grade 6 between Schools W and X = .97 
in School W between Grades 6 and 8 = .96 
in School X between Grades 6 and 8 = .95 



r for Thought Scale A 



f in Grade 8 between Schools W and Y = .90 
in Grade 6 between Schools W and Y = .94 
in School W between Grades 6 and 8 = .88 
in School Y between Grades 6 and 8 = .88 



in Grade 8 between Schools W and Z = .93 
f Ch i ^ 1 A i * n Grade 6 between Schools W and Z = .96 

I in School W between Grades 6 and 8 = .87 
[ in School Z between Grades 6 and 8 = .87 

The number of individuals who took the tests is thus sufficient 

to give a useful grading of the tasks for difficulty for the kind of 

pupils in question. It will be desirable to check through all the 

.ratings with children from different school systems in different 

localities, using different courses of study in history. This can 

be done in connection with the practical use of the scales. Even 

as they stand, the scales are surely useful. After they have been 

used in various places the author hopes to make a final revision 

of the ratings of each task for difficulty. 

x The exact number of pupils who attempted each scale in each grade is 
given in Table 23, Section IV. 

2 These coefficients were calculated by the Spearman " Foot-rule" formula. 



Grade Distribution 19 

Administration of the Tests 

Inasmuch as the purpose of the work was to arrange a series 
of questions or problems graded in difficulty and to determine 
the distance each pupil could reach in these series, rather than to 
measure the quantity that could be accomplished in a given time, 
the pupils were given an opportunity to complete their work. 
One school period of forty-five minutes was adequate for at least 
90 per cent of the pupils to complete any one of the scales. Al- 
though the pupils who did not finish within the forty-five minutes 
were in nearly all cases given enough time in which to complete 
their work, very little was achieved in the extra time allowed, as 
the more difficult questions were answered correctly almost 
entirely by the children who did their work quickly and who 
completed the task somewhat before the end of the period. In 
most cases the B scale was given during the period immediately 
following that in which the A scale was given. In cases where 
the pupils did not have to change rooms at the end of the period 
the B scales were given out to each pupil as soon as the A scale 
was finished and handed in. In all cases the pupils handed in 
their work as soon as it was completed. As soon as the papers 
for the A scales had been distributed the following directions 
were given to the pupils, being repeated for the B scale only when 
the B scale was given in a period that did not at once follow the 
period in which the A scale was given : 

Directions Used in Giving Information Scales A and B 

Fill in the blank spaces at the top of the sheets. As soon as you have done 
this begin answering the questions, writing your answers in the little boxes just 
beneath the questions. Make your answers brief but clear and definite. For 
instance, in answering the first question, if you think Columbus found the 
Chinese in America, write the word "Chinese"; do not take the time to write 
the sentence : "Columbus found the Chinese in America." Make your answers 
clear and definite. If, for instance, in answering a question you wish to use the 
word "boat" and there might be several different kinds of boats, tell whether 
you mean a steam boat, a row boat or whatever kind of a boat you do mean. 
Read the questions carefully before answering them. In question 10, for in- 
stance, it tells you to "Pick out the thing that you think happened first and 
put the ' 1' in front of it," not after it. "Then pick out the thing which hap- 
pened next and put the ' 2 ' in front of it and so on until you have put the ' 5 ' 
in front of the thing which happened last." In question 19, for instance, it 
asks "Which one of these things. . . ?" To put two or three of the things 
down would, of course, make your answer wrong. 



20 Historical Information and Judgment in Pupils 

Directions Used in Giving Thought Scales A and B 

Fill in the blank spaces at the top of the sheets. In each of the little boxes 
you will find a paragraph or in some cases two or more paragraphs giving you 
certain facts. Below the paragraph or paragraphs you will find a question, 
and in some cases, two or three questions. These are not memory questions; 
that is, they are not questioDS to which you are expected to recall an answer 
which you have learned at some time in the past. Read the paragraph or 
paragraphs carefully, and from the facts given there think out the answer for 
yourself. Do not write more than is necessary to make your answer clear and 
accurate. 

Directions Used in Giving Character Scales A and B 

Fill in the blank spaces at the top of the sheet. In each of these boxes 
you will find one or more paragraphs telling a story. Below the paragraphs 
in each case you will find a direction similar to this one in question 1, — "Draw 
a line under the three of the following words which you think best describe the 
action of these white men." In each question draw a line under those three 
of the ten words which you think best describe the people who are doing some- 
thing in the story, or the action of these people, or the character of these people. 
In each case, underline three words and only three. Your answer cannot be 
correct if you underline only two words or more than three words. 

Directions Used in Giving Character Scale L 

Fill in the blank spaces at the top of the sheet. In each of these boxes you 
will find one or more paragraphs telling a story. Below the paragraphs in each 
case you will find a direction similar to this one in question 1, — "Put a check 
mark in front of the three of the following motives which you think were the 
ones which most likely prompted Elizabeth Zane to go after the powder." 
When you do something you usually have reasons or motives for doing it. In 
the same way these people probably had reasons or motives for doing what 
they did. In each question put a check mark in front of those three of the ten 
motives which you think most likely prompted the people to do what they did 
in each story. Put your check marks on the dotted line just in front of the 
capital letter with which the motive begins. 

Distribution of Scores 

' In Tables 18 to 21 are given the distribution of the scores made 
by the pupils in Grades 4 to 8, the scores for Information Scales 
A and B being combined, those for Thought Scales A and B being 
combined, and those for Character Scales A and B also being 
combined. Although the questions and problems vary widely 
in difficulty, the ability to do each question or problem in any 
set of scales is rated the same as the ability to do any other 
question or problem in the same set of scales. In scoring the 



Grade Distribution 21 

answers partial credits were given as indicated in the keys to 
the scales in Section VII. A pupil getting three questions each 
one-third 1 correct or one question two-thirds correct and another 
question one-third correct received the same credit as he would 
if he had done one question completely correct. 

Tables 18 to 21 should be read as follows: Table 18 — in Grade 
4, one pupil out of the 492 pupils did correctly less than one out 
of the 63 Information questions, three pupils out of the 492 pupils 
did correctly at least one but less than two out of the 63 Informa- 
tion questions, two pupils out of the 492 pupils did correctly at 
least two but less than three out of the 63 Information questions. 
At the bottom of the tables, the median, 9.034, indicates that 
the median pupil or the 246th pupil of Grade 4 did 9.034 ques- 
tions correctly. The 25 percentile, 6.75, shows that the 123rd 
pupil from the bottom, counting 25 per cent of the way through 
the 492 pupils, did 6.75 questions correctly, while the 75 percent- 
ile, 11.727, shows that the 369th pupil from the bottom, counting 
75 per cent of the way through the 492 pupils, did 11.727 ques- 
tions correctly. 

1 Answers scored as one-third or two-thirds correct were in reality very much 
more than one-third or two-thirds correct. 



22 Historical Information and Judgment in Pupils 

TABLE 18 
Distribution of Scores in Information Scales A and B Combined 

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 

0—0.9 1 

1—1.9 3 

2—2.9 2 

3 15 

4 22 1 

5 41 2 1 

6 52 4 2 

7 49 4 1 

8 59 8 3 1 

9 58 19 11 

10 49 15 6 1 

11 22 28 8 7 

12 28 27 11 6 2 

13 28 30 7 8 2 

14 16 31 22 12 1 

15 11 28 14 9 4 

16 11 24 28 17 5 

17 7 24 26 14 3 

18 4 23 22 18 7 

19 2 24 16 16 2 

20 5 27 25 15 7 

21 3 25 28 13 10 

22 11 24 16 11 

23 2 11 25 14 13 

24 1 13 28 13 13 

25 1 14 28 20 14 

26 7 24 17 16 

27 4 31 21 14 

28 6 17 16 24 

29 3 14 12 26 

30 3 16 14 25 

31 2 16 16 25 

32 1 13 19 25 

33 1 9 11 17 

34 1 11 11 21 

35 2 11 8 20 

36 4 17 24 

37 1 14 17 

38 5 6 20 

39 7 5 16 

40 2 9 13 

41 2 5 13 

42 3 2 12 

43 2 14 

44 2 2 9 

45 14 5 

46 10.4 

47 8 

48 1 4 

49 

50 2 

51 1 
52 

53 
54 
55 

9 

58 
59 
60 
61 
62 
63 

No. of pupils 
Median 
25 percentile 
75 percentile 



492 


423 


516 


413 


460 


9.034 


16.604 


23.600 


26.264 


32.200 


6.750 


12.916 - 


18.045 


19.515 


27.285 


1.727 


20.935 


28.470 


32.618 


37.764 



Grade Distribution 



23 



TABLE 19 
Distribution of Scores in Thought Scales A and B Combined 



Grade 4 



Grade 5 



Grade 6 



Grade 7 



Grade 8 



0—0.9 


39 


3 








1—1.9 


43 


5 








2—2.9 


61 


12 


2 






3 


74 


24 


1 


1 


1 


4 


57 


15 


5 








5 


55 


23 


5 








6 


47 


33 


6 


2 





7 


18 


30 


7 








8 


19 


27 


10 


6 





9 


10 


27 


10 


2 


1 


10 


6 


19 


15 


4 


5 


11 


9 


19 


10 


6 


2 


12 


5 


19 


7 


8 





13 


1 


16 


10 


7 


3 


14 


5 


18 


28 


7 





15 


1 


18 


12 


6 


4 


16 


1 


13 


16 


5 


5 


17 


1 


13 


16 


4 


3 


18 





8 


20 


10 





19 





6 


'15 


4 


6 


20 





8 


18 


13 


8 


21 


1 


5 


11 


7 


7 


22 





4 


13 


13 


14 


23 





5 


11 


8 


3 


24 


1 


5 


11 


11 


10 


25 




3 


13 


11 


9 


26 




7 


12 


18 


10 


27 







8 


14 


4 


28 




3 


21 


12 


13 


29 




4 


13 


14 


4 


30 




2 


8 


15 


15 


31 







10 


18 


20 


32 







8 


14 


±2 


33 







12 


6 


16 


34 







8 


10 


14 


35 




1 


7 


7 


12 


36 






6 


13 


11 


37 






3 


7 


18 


38 






4 


9 


17 


39 






6 


8 


18 


40 






6 


7 


14 


41 






* 2 


4 


23 


42 






3 


7 


12 


43 






1 


4 


19 


44 






2 


7 


11 


45 






2 


6 


13 


46 








5 


5 


47 








3 


14 


48 


* 






1 


6 


49 








1 


3 


50 










4 


51 










4 


52 










4 


53 










3 


54 










1 


55 













56 










1 


57 












58 












59 












No. of pupils 


454 


395 


414 


355 


398 


Median 


4.175 


9.944 


20.666 


28.041 


36.181 


25 percentile 


2.516 


6.507 


14.553 


20.519 


28.654 


75 percentile 


6.244 


15.347 


28.881 


35.035 


42.041 



— — — — s~*. 



24 



Historical Information and Judgment in Pupils 



TABLE 20 
Distribution|of Scores in Character Scales A and B Combined 



Grade 4 



Grade 5 



Grade 6 



Grade 7 



Grade 8 



0—0.9 


27 


3 


1 






1—1.9 


60 


8 


3 






2—2.9 


79 


19 


5 






3 


48 


23 


7 






4 


47 


33 


9 


4 


1 


5 


38 


26 


27 


6 





6 


21 


35 


26 


8 


1 


7 


14 


16 


20 


7 


4 


8 


10 


27 


30 


9 


5 


9 


14 


20 


22 


14 


8 


10 


9 


19 


32 


12 


8 


11 


4 


13 


33 


18 


5 


12 


3 


18 


18 


16 


14 


13 


7 


11 


26 


19 - 


13 


14 


3 


12 


20 


14 


8 


15 


3 


8 


22 


27 


16 


16 


1 


8 


19 


14 


19 


17 


1 


3 


16 


10 


20 


18 


1 


4 


19 


15 


16 


19 





5 


12 


17 


23 


20 





3 


11 


16 


26 


21 


2 


1 


19 


15 


23 


22 





2 


12 


21 


16 


23 


1 


4 


9 


13 


20 


24 




1 


8 


10 


13 


25 




3 


9 


9 


22 


26 




1 


8 


10 


17 


27 




2 


8 


10 


17 


28 







6 


12 


16 


29 




1 


1 


13 


19 


30 




1 


5 


11 


24 


31 






4 


5 


13 


32 






3 


3 


11 


33 









3 


10 


34 






1 


4 


6 


35 









1 


6 


36 




• 


1 


2 


3 


37 












38 












No. of pupils 


393 


330 


472 


358 


423 


Median 


3.635 


8.074 


13.115 


18.733 


22.093 


25 percentile 


2.142 


4.894 


8.666 


12.718 


17.187 


75 percentile 


5.888 


12.305 


18.947 


24.350 


28.140 






TABLE 21 








Distribution 


of Scores 


in Character Scale L 






Grade 4 


Grade 5 


Grade 6 


Grade 7 


Grade 8 


0—0.9 


170 


63 


33 


12 


2 


1—1.9 


121 


77 


59 


25 


12 


2—2.9 


65 


63 


50 


40 


23 


3 


24 


39 


64 


46 


33 


4 


10 


30 


63 


32 


41 


5 


7 


26 


53 


31 


35 


6 


1 


13 


42 


35 


33 


7 


1 


7 


44 


31 


50 


8 




6 


19 


36 


48 


9 




2 


12 


29 


47 


10 




2 


14 


26 


48 


11 




2 


7 


5 


31 


12 




1 


4 


6 


18 


13 




. 







2 


14 






1 






No. of pupils 


399 


331 


465 


354 


423 


Median 


1.243 


2.405 


4.420 


5.709 


7.650 


25 percentile 


.586 


1.256 


2.485 


3.250 


4.872 


75 percentile 


2.127 


4.208 


6.636 


8.375 


9.856 



Grade Distribution 25 



Median Achievement of Each Gkade in Each Scale 

In Table 22 are given the median achievements of each grade 
in each scale while in Table 23 are given the number of pupils 
from whose scores the medians of Table 22 are derived. 



TABLE 22 
Grade Medians — Boys and Girls 

Information Information Thought Thought Character Character Character 

Scale A B A B A B L 

Grade 4 4.895 4.577 2.539 1.902 1.958 1.766 1.243 

Grade 5 8.859 8.250 5.473 5.163 4.188 3.981 2.404 

Grade 6 11.800 11.872 10.560 10.680 6.914 6.226 4.420 

Grade 7 12.464 13.638 14.141 14.103 9.750 8.928 5.709 

Grade 8 15.679 16.739 17.571 18.580 11.885 10.678 7.650 



TABLE 23 
Number of Pupils Who Attempted Each Scale in Each Grade 

Information Information Thought Thought Character Character Character 

Scale A B A B A B L 

Grade 4 499 498 459 457 400 397 399 

Grade 5 432 434 400 401 331 332 C31 

Grade 6 532 527 428 419 472 473 465 

Grade 7 426 415 362 360 358 358 354 

Grade 8 460 462 404 402 427 426 423 

Totals 2,349 2,336 2,053 2,039 1,988 1,986 1,972 

Figs. 1 to 15 show graphically the facts given in Tables 18, 19, 
and 20. The numbers along the base line represent the number 
of questions or tasks correctly done, while those along the vertical 
line represent the number of pupils. 



26 



Historical Information and Judgment in Pupils 



I A 



* J 



in 




o z.. 4 6 8 io 12. 14 r« is x* xx. 24 
Fig. 1. Grade 4 




01468 10 ix 14 ie ■« xo a: 24 u zo ji si it x 



Fig. 2. Grade S 



flJ 



fVTl 



«=£ 




1 4 8 J 10 II K 16 II 10 •' !' i6 !t 30 n M « it <0 II « « 

Fig. 3. Grade 6 




1 4 6 8 10 >X M I* l» «0 XX 14 26 28 30 it 34- 36 3* 40 4X 44 4« 4» SO 



Pig. 4. Grade 7 




• X 4 6 % 10 U 14 



• It XO XX 24 Xt Xg 30 31 34 36 3t 40 «2 44 46 4» » ** 



.Fig. -5. Grade 8 

Distribution for Information Scales A and B Combined 



Grade Distribution 



27 



7S i-i 

TO 



tl 



s 




T=L D 



I 4-6 8 10 II H « 11 l! W H 

Fig. 6. Grade 4 




1 ( 6 5 IO « l» IS II in 1! !( !6 S » S S 



Fig. 7. Grade 5 




I 4 6 « 10 IX 14 K l« to 32 21 26 2* 36 32 34 36 3( 40 43 44 4C 

Fig. 8. Grade 6 



n nl 




l 4 fl « 10 12. it IC it 30 22. 24 26 3« »0 32. 34 £6 -31 40 43 44 46 4t So 

Fig. 9. Grade 7 



n r-nn 



& 




X 4 6 & 10 11 14 16 15 J» » M 88 » 30 )J « K »l 40 «l « H H J« B H K 



Pig. 10, Grade 9 

Distribution for the Thought Scales A and B Combined 



28 5H Historical Information and Judgmentjin Pupils 




i 

Fig 



4 6 • 10 II 14 14 II 10 a t* 

11. Grade 4 




I 4 S 8 1 II 14 H l| it U'M !i tt » 

Fig. 12. Grade 5 




Z 4 6 « IO a il l( it u U 2* U II N S H 



Fig. 13. Grade 6 







o z 4 C t io n it « ii u a h it n jo » « * 



Fig. 14. Grade 7 




14 ft I 10 li 14 It II « XL 'M « «• M » 



Fig. 15.. Grade 8 

Distribution for the Character Scales A and B Combined 






SECTION V 

OVERLAPPING AND DIFFERENCE BETWEEN MEDIAN 
DIFFICULTIES FOR THE DIFFERENT GRADES 

It will be noted that wide variability in each grade and exten- 
sive overlapping of grades are characteristics of the history scales 
just as they are of the scales that have been worked out in spelling, 
language, and arithmetic. Tables 24 to 27 give the number and 
per cent of pupils in each grade who equal or exceed the achieve- 
ment of the median pupil in each other grade. 

Tables 24 to 27 should be read as follows: Table 24 — 29 pupils 
out of 492 pupils, or 5 . 8 per cent of Grade 4, did as well as or better 
than the median pupil of Grade 5 ; 3 pupils out of 492 pupils, or 
. 6 per cent of Grade 4, did as well as or better than the median 
pupil of Grade 6; 403 pupils out of 423 pupils, or 95.2 per cent of 
Grade 5, did as well as or better than the median pupil of Grade 4; 
61 pupils out of 423 pupils, or 14.4 per cent of Grade 5, did as 
well as or better than the median pupil of Grade 6. 

TABLE 24 

Number and Per Cent of Pupils in Each Grade Whose Ability Equalled 
or Exceeded That of the Median Pupil in Each Other Grade 

Information Scales A and B combined 



Grade 4 
No. % 



Grade 4 
(No. = 492) 
(Med. = 9.034) 



Grade 5 403 

(No. =423) 

(Med. = 16.604) 95.2 

Grade 6 511 

(No. = 516) 

(Med. =23.600) 99.0 

Grade 7 410 

(No. = 413) 

(Med. = 26.264) 99.2 

Grade 8 460 

(No. = 460) . 

(Med. =32.200) - 100.0 



Grade 5 
No. % 


Grade 6 
No. % 


Grade 7 
No. % 


Grade 8 

No. % 


29 

5.8 


3 
61 


0.6 
14.4 




28 


0.0 
6.6 



5 


0.0 
1.1 


425 






186 




71 




82.3 








36.0 




13.7 


357 


250 








111 




86.4 




60.5 








26.8 


447 


397 




361 








97.1 




86.3 




78.4 







30 Historical Information and Judgment in Pupils 



Number and Per Cent of Pupils in Each Grade Whose Ability Equalled 
or Exceeded That of the Median Pupil in Each Other Grade 

TABLE 25 
Thought Scales A and B combined 

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 

No. % No. % No. % No. % No. % 

32 2 



Grade 4 
(No. = 454) 
(Med. = 4.175) 

Grade 5 
(No. - 395) 
(Med. = 9.944) 

Grade 6 
(No. = 414) 
(Med. = 20.666) 

Grade 7 
(No. = 355) 
(Med. = 28.041) 

Grade 8 
(No. = 398) 
(Med. - 36.181) 



Grade 4 
(No. - 393) 
(Med. = 3.635) 

Grade 5 
(No. = 330) 
(Med. = 8.074) 

Grade 6 
(No. - 472) 
(Med. = 13.115) 

Grade 7 
(No. = 358) 
(Med. = 18.733) 

Grade 8 
(No. = 423) 
(Med. = 22.093) 



Grade 4 
(No. = 399) 
(Med. - 1.243) 

Grade 5 
(No. = 331) 
(Med. = 2.404) 

Grade 6 
(No. - 465) 
(Med. = 4.420) 

Grade 7 
(No. = 354) 
(Med. = 5.709) 

Grade 8 
(No. = 423) 
(Med. = 7.650) 



7.0 0.4 0.0 0.0 

348 42 10 

88.1 10.6 2.5 0.0 

410 369 121 34 

99.0 89.1 29.2 8.2 

354 344 264 80 

99.7 96.9 74.3 22.5 

397 396 367 306 

99.7 99.5 92.2 76.8 

TABLE 26 
Character Scales A and B combined 

Grade 5 Grade 6 Grade 7 Grade 8 

No. % No. % No. % No. % 
58 18 3 1 



Grade 4 

No. ' 



14.7 4.5 0.7 0.2 

285 . 69 25 15 

86.3 20.9 7.5 4.5 

459 372 122 74 

97.2 78.8 25.8 15.6 

358 332 262 125 

100.0 92.7 73.1 34.9 

423 417 376 289 

100.0 98.5 88.8 68.3 

TABLE 27 
Character Scale L 

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 



No. 



% No. % No. % No. % No. % 
82 15 4 



20.5 3.7 1.0 0.0 
249 76 41 15 

75.2 22.9 12.3 4.5 

418 353 158 72 

89.9 75.9 33.9 15.4 

336 - 301 218 113 

94.9 85.0 61.5 31.9 

418 400 336 287 

98.8 94.5 79.4 67.8 



Overlapping and Difference between Median Difficulties 31 

Assuming that these scales are reasonably valid means of 
measuring the three kinds of ability selected for this study, Figs. 
1 to 15 show that these abilities conform closely to the general 
characteristics of the normal surface of frequency given in Fig. 16. 




-4PE -3PE -2PE -IPE 



M 



♦IPE *2PE *3PE ++PE 



Fig. 16. Normal Surface of Frequency, with P.E. Distances 

from the Median 



On the basis of this conformity, then, we may use the P.E. from 
the median as a unit of measurement of the variability. The 
P.E.,for median deviation, or semi-interquartile range, is the 
distance cut off on the base line of the normal surface of fre- 
quency by one half or 25 per cent of the cases lying on either 
side of the median (M in Fig. 16) . Since the curve tapers toward 
the extremes the percentage of cases cut off by the distance 1 
P.E. decreases toward the extremes: 

25% of the cases lying between the median, M, and 1 P.E. 
41.13% of the cases lying between the median, M, and 2 P.E. 
47.85% of the cases lying between the median, M, and 3 P.E. 
49.65% of the cases lying between the median, M, and 4 P.E. 



Table 28, taken directly from Dr. Buckingham's Spelling 
Ability — Its Measurement and Distribution, shows the amount of 
each per cent from 0.1 per cent to 49.9 per cent expressed in 
terms of P.E. This table is worked out on the basis of the fre- 
quency table given by Professor Edward L. Thorndike in Mental 
and Social Measurements, which is derived in turn from the 
fundamental table by W. F. Sheppard. 



32 



Historical Information and Judgment in Pupils 











TABLE 


28 










RE 


. Values Corresponding to 


Given Per Cents of the 


Normal Sur- 




pace of Freq 


UENCY, 


Per Cents Being Taken from the 


Median 







.1 


.2 


.3 


.4 


.5 


.6 


.7 


.8 


.9 





.000 


.004 


.007 


.011 


.015 


.019 


.022 


.026 


.030 


.033 


1 


.037 


.041 


.044 


.048 


.052 


.056 


.059 


.063 


.067 


.071 


2 


.074 


.078 


.082 


.085 


.089 


.093 


.097 


.100 


.104 


.108 


3 


.112 


.115 


.119 


.123 


.127 


.130 


.134 


.138 


.141 


.145 


4 


.149 


.153 


.156 


.160 


.164 


.168 


.172 


.175 


.179 


.183 


5 


.187 


.190 


.194 


.198 


.201 


.205 


.209 


.213 


.216 


.220 


6 


.224 


.228 


.231 


.235 


.239 


.243 


.246 


.250 


.254 


.258 


7 


.261 


.265 


.269 


.273 


.277 


.280 


.284 


.288 


.292 


.296 


8 


.299 


.303 


.307 


.311 


.315 


.318 


.322 


.326 


.330 


.334 


9 


.337 


.341 


.345 


.349 


.353 


.357 


.360 


.364 


.368 


.372 


10 


.376 


.380 


.383 


.387 


.391 


.395 


.399 


.403 


.407 


.410 


11 


.414 


.418 


.422 


.426 


.430 


.434 


.437 


.441 


.445 


.449 


12 


.453 


.457 


.461 


.464 


.468 


.472 


.476 


.480 


.484 


.489 


13 


.492 


.496 


.500 


.504 


.508 


.512 


.516 


.519 


.523 


.527 


14 


.531 


.535 


.539 


.543 


.547 


.551 


.555 


.559 


.563 


.567 


15 


.571 


.575 


.579 


.583 


.588 


.592 


.596 


.600 


.603 


.608 


16 


.612 


.616 


.620 


.624 


.628 


.632 


.636 


.640 


.644 


.648 


17 


.652 


.656 


.660 


.665 


.669 


.673 


.677 


.681 


.685 


.689 


18 


.693 


.698 


.702 


.706 


.710 


.714 


.719 


.723 


.727 


.731 


19 


.735 


.740 


.744 


.748 


.752 


.756 


.761 


.765 


.769 


.773 


20 


.778 


.782 


.786 


.790 


.795 


.799 


.803 


.807 


.812 


.816 


21 


.820 


.825 


.829 


.834 


.838 


.842 


.847 


.851 


.855 


.860 


22 


.864 


.869 


.873 


.878 


.882 


.886 


.891 


.895 


.900 


.904 


23 


.909 


.913 


.918 


.922 


.927 


.931 


.936 


.940 


.945 


.949 


24 


.954 


.958 


.963 


.968 


.972 


.977 


.982 


.986 


.991 


.996 


25 


1.000 


1.005 


1.009 


1.014 


1.019 


1.024 


1.028 


1.033 


1.038 


1.042 


26 


1.047 


1.052 


1.057 


1.062 


1.067 


1.071 


1.076 


1.081 


1.086 


1.091 


27 


1.096 


1.101 


1.105 


1.110 


1.115 


1.120 


1.125 


1.130 


1.135 


1.140 


28 


1.145 


1.150 


1.155 


1.160 


1.165 


1.170 


1.176 


1.181 


1.186 


1.191 


29 


1.196 


1.201 


1.206 


1.211 


1.217 


1.222 


1.227 


1.232 


1.238 


1.243 


30 


1.248 


1.253 


1.259 


1.264 


1.269 


1.275 


1.279 


1.286 


1.291 


1.296 


31 


1.302 


1.307 


1.313 


1.318 


1.324 


1.329 


1.335 


1.340 


1.346 


1.351 


32 


1.357 


1.363 


1.368 


1.374 


1.380 


1.386 


1.391 


1.397 


1.403 


1.409 


33 


1.415 


1.421 


1.427 


1.432 


1.438 


1.444 


1.450 


1.456 


1.462 


1.469 


34 


1.475 


1.481 


1.487 


1.493 


1.499 


1.506 


1.512 


1.518 


1.524 


1.531 


35 


1.537 


1.543- 


1.549 


1.556 


1.563 


1.569 


1.576 


1.582 


1.589 


1.595 


36 


1.602 


1.609 


1.616 


1.622 


1.629 


1.636 


1.643 


1.649 


1.656 


1.663 


37 


1.670 


1.677 


1.685 


1.692 


1.699 


1.706 


1.713 


1.720 


1.728 


1.735 


38 


1.742 


1.749 


1.757 


1.765 


1.772 


1.780 


1.788 


1.795 


1.803 


1.811 


39 


1.819 


1.827 


1.835 


1.843 


1.851 


1.859 


1.867 


1.875 


1.884 


1.892 


40 


1.900 


1.909 


1.918 


1.926 


1.935 


1.944 


1.953 


1.962 


1.971 


1.979 


41 


1.988 


1.997 


2.007 


2.016 


2.026 


2.035 


2.044 


2.054 


2.064 


2.074 


42 


2.083 


2.093 


2.103 


2.114 


2.124 


2.134 


2.145 


2.155 


2.166 


2.177 


43 


2.188 


2.199 


2.211 


2.222 


2.234 


2.245 


2.257 


2.269 


2.281 


2.293 


44 


2.305 


2.318 


2.331 


2.344 


2.357 


2.370 


2.384 


2.397 


2.411 


2.425 


45 


2.439 


2.453 


2.468 


2.483 


2.498 


2.514 


2.530 


2.546 


2.562 


2.579 


46 


2.597 


2.614 


2.631 


2.648 


2.667 


2.686 


2.706 


2.726 


2.746 


2.767 


47 


2.789 


2.811 


2.834 


2.857 


2.881 


2.905 


2.932 


2.958 


2.986 


3.015 


48 


3.044 


3.077 


3.111 


3.146 


3.182 


3.219 


3.258 


3.300 


3.346 


3.395 


49 
50 


3.450 


3.506 


3.571 


3.643 


3.725 


3.820 


3.938 


4.083 


4.275 


4.600 



Tables 29 to 32 show the percentage of pupils whose ability 
lay between the median of each grade and that of each other 
grade with the P.E. values corresponding to each per cent. These 
tables should be read as follows: Table 29 — there are 44.2 per 
cent of the fourth grade pupils whose ability in the Information 
Scales is equal to or greater than the ability of the median pupil 
of the fourth grade and only equal to or less than the ability of 



— ■ 



Overlapping and Difference between Median Difficulties 33 

the median pupil of the fifth grade. This corresponds to a 
distance of 2.331 P.E. between the median of the fourth grade 
and that of the fifth grade. There are 49.4 per cent of the fourth 
grade pupils whose ability in the Information Scales is equal to 
or greater than the ability of the median pupil of the fourth grade 
and only equal to or less than the ability of the median pupil of 
the sixth grade. This corresponds to a distance of 3.725 P.E. 
between the median of the fourth grade and that of the sixth 
grade. There are 45.2 per cent of the fifth grade pupils whose 
ability in the Information Scales is equal to or greater than the 
ability of the median pupil of the fourth grade and only equal to 
or less than the ability of the median pupil of the fifth grade. 
This corresponds to a distance of — 2.468 P.E. between the fifth 
grade median and that of the fourth' grade. 

The P.E. distances between the grade medians are determined 
on the basis of the per cent of pupils whose ability lies between 
the grade medians in question. Referring to Table 28, it will be 
seen that the 44.2 per cent lying between the median of Grade 
4 and the median of Grade 5 corresponds to 2.331 P.E. while the 
45.2 per cent lying between the median of Grade 5 and the median 
of Grade 4 corresponds to 2.468 P.E. 

TABLE 29 

Pee Cent of Pupils Whose Ability Lay Between the Median of Each 
Grade and That of Each Other Grade, with the P.E. Values Cor- 
responding to Each Per Cent 

Information Scales A and B combined 
Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 





% 


P.E. % 


P.E. % 


P.E. % 


P.E. % 


P.E 


Grade 4 . . 




44.2 


2.331 49.4 


3.725 






Grade 5 . . 


. 45.2 


-2.468 


35.6 


1.576 43.4 


2.234 48.9 


3.395 


Grade 6 . . 


. 49.0 


-3.450 32.3 


-1.374 


14.0 


0.531 36.3 


1.622 


Grade 7 . . 


. 49.2 


-3.571 36.4 


-1.629 10.5 


-0.395 


23.2 


0.918 


Grade 8 . . 




47.1 


-2.811 36.3 

TABLE 30 


-1.622 28.4 


-1.165 





Per Cent of Pupils Whose Ability Lay Between the Median of Each 
Grade and That of Each Other Grade, with the P.E. Values Cor- 
responding to Each Per Cent 

Thought Scales A and B combined 
Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 





% 


P.E. % 


P.E. % 


P.E. % 


P.E. % 


P.E. 


Grade 4 . . 


.. 


43.0 


2.188 49.6 


3.938 






Grade 5 . . 


. 38.1 


-1.749 


39.4 


1.851 47.5 


2.905 




Grade 6 . . . 


. 49.0 


-3.450 39.1 


-1.827 


20.8 


0.812 41.8 


2.064 


Grade 7 . . . 


. 49.7 


-4.083 46.9 


-2.767 24.3 


-0.968 


27.5 


1.120 


Grade 8 . . . 


. 49.7 


-4.083 49.5 


-3.820 42.2 


-2.103 26.8 


-1.086 





34 Historical Information and Judgment in Pupils 

TABLE 31 

Per Cent of Pupils Whose Ability Lay Between the Median of Each 
Grade and That of Each Other Grade, with the P.E. Values Cor- 
responding to Each Per Cent 

Character Scales A and B combined 





Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 




% P.E. % 


P.E. % 


RE. % 


P.E. % 


P.E. 


Grade 4 . 


35.3 


1.556 45.5 


2.514 49.3 


3.643 




Grade 5 . 


.. 36.3 -1.622 


29.1 


1.201 42.5 


2.134 45.5 


2.514 


Grade 6 . 


.. 47.2 -2.834 28.8 


-1.186 


24.2 


0.963 34.4 


1.499 


Grade 7 . 


42.7 


-2.155 23.1 


-0.913 


15.1 


0.575 


Grade 8 . 


48.5 


-3.219 38.8 


-1.803 18.3 


-0.706 





TABLE 32 

Per Cent of Pupils Whose Ability Lay Between the Median of Each 
Grade and that of Each Other Grade, with the P.E. Values Cor- 
responding to Each Per Cent 







( 


Character Scale L 








Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 




% 


P.E. % 


P.E. % 


P.E. % 


P.E. % 


P.E. 


Grade 4 . . . 




29.5 


1.222 46.3 


2.648 49.0 


3.450 




Grade 5 . . . 


. 25.2 


-1.009 


27.1 


1.101 37.7 


1.720 45.5 


2.514 


Grade 6 . . . 


. 39.9 


-1.892 25.9 


-1.042 


16.1 


0.616 34.6 


1.512 


Grade 7 . . . 


. 44.9 


-2.425 35.0 


-1.537 11.5 


-0.434 


18.1 


0.698 


Grade 8 . . . 


. 48.8 


-3.346 44.5 


-2.370 29.4 


-1.217 17.8 


-0.685 





On the basis of the assumptions that the abilities measured 
are normally distributed and that the grades are equal in the 
variability of the abilities concerned, we should expect to find 
but a small variability in the distances between grades whether 
measured by the direct distances or the more remote distances. 
Inasmuch, however, as the direct distances are likely to show 
the least variability it would seem that they should be given the 
most weight. The same system of weighting has been adopted 
as that used by Dr. B. R. Buckingham in Spelling Ability — Its 
Measurement and Distribution, page 39. The very small differ- 
ence between the average of the direct and indirect measures and 
the average of the same measures when weighted shows that 
the system of weighting selected is of very little moment. 

Tables 33 to 36 give both the direct and the indirect distances 
between the grade medians, together with the average of these 
distances and the weighted average. These tables should be 
read as follows : Table 33 — the direct distance between the fourth 
grade median and the fifth grade median is 2.331 P.E., the direct 
distance between the fifth grade median and the fourth grade 
median is 2.468 P.E., the indirect distance between the fourth 



Overlapping and Difference between Median Difficulties 35 

grade median and the fifth grade median, found by subtracting 
the distance between the fifth grade median and the sixth grade 
median, 1.576 P.E., from the distance between the fourth grade 
median and the sixth grade median, 3.725 P.E., is 2.149 P.E., 
the indirect distance between the fifth grade median and the 
fourth grade median, found by subtracting the distance between 
the sixth grade median and the fifth grade median, 1.374 P.E., 
from the distance between the sixth grade median and the fourth 
grade median, 3.450 P.E., is 2.076 P.E. 

The weighted average is found by giving the two direct dis- 
tances a weight of six each and the two indirect distances a 
weight of four each. The indirect distances found from the next 
wider interval, 4-7 — 5-7 and 7-4 — 7-5, would be given a weight 
of three each, while those found from the widest interval, 4-8 — 5- 
8 and 8-4 — 8-5, would be given a weight of only one each. 







TABLE 


33 








Direct and Derived Values of 


Median Distances in 


Terms of 


P.E. 




Information Scales A and B combined 






Grade 4-5 


Grade 5-6 




Grade 6-7 


Grade 7-8 


4-5 2.331 


5-6 


1.576 




6-7 


.531 


7-8 


.918 


5-4 2.468 


6-5 


1.374 




7-6 


1.395 


8-7 


1.165 


4-6—5-6 2.149 


4-6—4-5 


1.394 




4-7—4-6 




4-8—4-7 




6-4—6-5 2.076 


6-4—5-4 


.982 




7-4—6-1 




8-4—7-4 




4-7—5-7 


5-7—6-7 


1.703 




5-7—5-6 


.658 


5-8—5-7 


1.161 


7-4—7-5 


7-5—7-6 


1.234 




7-5—6-5 


.255 


8-5—7-5 


1.182 


4-8—5-8 


5-8—6-8 


1.773 




6-8—7-8 


.704 


6-8—6-7 


1.091 


8-4—8-5 


8-5—8-6 


1.189 




8-6—8-7 


.457 


8-6—7-6 


1.227 


Average 2 . 256 




1.403 






.500 




1.124 


Weighted 

Average 2.284 




1.407 






.494 




1.107 







TABLE 34 








Direct and Derived Values of 


Median Distances in Terms of 


P.E. 




Thought Scales A and B combined 






Grade 4-5 


Grade 5-6 


Grade 6-7 


Grade 7-8 


4-5 2.188 


5-6 


1.851 


6-7 


.812 


7-8 


1.120 


5-4 1.749 


6-5 


1.827 


7-6 


.968 


8-7 


1.086 


4-6—5-6 2.087 


4-6—4-5 


1.727 


4-7—4-6 




4-8-4-7 




6-4—6-5 1.623 


6-4—5-4 


1.722 


7-4—6-4 




8-4—7-4 




4-7—5-7 


5-7—6-7 


2.093 


5-7—5-6 


1.054 


5-8—5-7 




7-4—7-5 


7-5—7-6 


1.799 


7-5—6-5 


.940 


8-5—7-5 




4-8—5-8 


5-8—6-8 




6-8—7-8 


.944 


6-8—6-7 


1.252 


8-4—8-5 


8-5—8-6 




8-6—8-7 


1.017 


8-6—7-6 


1.135 


Average 1.912 




1.836 




.955 




1.148 


Weighted 

Average 1.923 




1.836 




.946 




1.139 



36 



Historical Information and Judgment in Pupils 



TABLE 35 
Direct and Derived Values op Median Distances in Terms of P.E. 







Character Scales A and B combined 






Grade 4-5 


Grade 5-6 


Grade 6-7 


Grade 7- 


-8 


4-5 


1.556 


5-6 


1.201 


6-7 


.963 


7-8 


.575 


5-4 


1.622 


6-5 


1.186 


7-6 


.913 


8-7 


.706 


4-6— 5-6 


1.313 


4-6—1-5 


.958 


4-7—4-6 




4-8—4-7 




6-4—6-5 


1.648 


6-4—5-4 


1.212 


7-4—6-4 




8-4—7-4 




4-7—5-7 




5-7—6-7 


1.171 


5-7—5-6 


.933 


5-8—5-7 


.380 


7-4—7-5 




7-5—7-6 


1.242 


7-5—6-5 


.969 


8-5—7-5 : 


1.064 


4-8— 5-8 




5-8—6-8 


1.015 


6-8—7-8 


.924 


6-8—6-7 


.536 


8-4—8-5 




8-5—8-6 


1.416 


8-6—8-7 


1.097 


8-6—7-6 


.890 


Average 


1.534 




1.175 




.966 




.691 


Weighted 
Average 1.545 




1.174 




.962 




.681 



TABLE 36 



Direct 


AND De 


RIVED VaLI 


JES OF M 


Median Dista 


JSTCES 


in Terms of 


P.E. 








Character Scale L 








Grade 4-5 


Grade 5-6 


Grade 6- 


-7 


Grade 7 


-8 


4-5 


1.222 


5-6 


1.101 


6-7 


.616 


7-8 


.698 


5-4 


1.009 


6-5 


1.042 


7-6 


.434 


8-7 


.685 


4-6—5-6 


1.547 


4-6—4-5 


1.426 


4-7—4-6 


.802 


4-8—4-7 




6-4—6-5 


.850 


6-4—5-4 


.883 


7-4—6-4 


.533 


8-4—7-4 




4-7—5-7 


1.730 


5-7—6-7 


1.104 


5-7—5-6 


.619 


5-8—5-7 


.794 


7-4—7-5 


.888 


7-5—7-6 


1.103 


7-5—6-5 


.495 


8-5—7-5 


.833 


4-8—5-8 




5-8—6-8 


1.002 ' 


6-8—7-8 


.814 


6-8—6-7 


.896 


8-4—8-5 




8-5—8-6 


1.153 


8-6—8-7 


.532 


8-6—7-6 


.783 


Average 


1.207 




1.101 




.607 




.781 


Weighted 
Average 


1.185 




1.099 




.592 




.765 



It will be noted that in all the scales the largest grade interval 
falls between Grades 4 and 5, the second largest grade interval falls 
between Grades 5 and 6, while the smallest grade interval, with 
the exception of Character Scales A and B combined, falls between 
Grades 6 and 7. The increase in the grade interval between the 
seventh and eighth grades may be accounted for in part at least 
by the extra effort that is put forth by many of the eighth grade 
pupils to pass the examinations for graduation, the emphasis in 
the class work probably being mainly placed on such subject 
matter as would show the greatest influence in the Information 
Scale and Thought Scale results. 






SECTION VI 

MEASURING THE DIFFICULTY OF EACH QUESTION 

OR TASK 

Tables 37 to 43 give the per cent of pupils in each grade who 
correctly answered each question or problem in the seven scales. 
These tables are read as follows: Table 37 — in Grade 4, 86.3 
per cent of the 499 pupils tested correctly answered question 
1 of Information Scale A; in Grade 5, 97.7 per cent of the 
432 pupils tested correctly answered question 1 of Information 
Scale A. 

TABLE 37 

Per Cent of Pupils Who Answered Each Question Correctly 

Information A 

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 

No. = 499 No. = 432 No. = 532 No. = 426 No. = 460 



1 


86.3 


97.7 


96.4 


98.5 


98.4 


2 


82.3 


90.7 


96.8 


96.9 


98.2 


3 


77.3 


91.4 


90.7 


91.0 


93.4 


4 


46.1 


60.1 


85.5 


87.3 


96.0 


5 


50.1 


78.2 


80.8 


77.9 


70.4 


6 


14.8 


34.9 


58.4 


82.8 


92.1 


7 


31.8 


81.9 


81.2 


86.8 


90.4 


8 


11.2 


38.8 


73.8 


73.2 


71.7 


9 


19.0 


47.4 


58.2 


67.3 


72.8 


10 


9.1 


30.2 


41.2 


52.8 


66.7 


11 


1.9 


11.0 


52.7 


46.1 


66.3 


12 


16.6 


50.0 


37.2 


43.6 


56.5 


13 


1.0 


8.5 


68.6 


38.9 


66.5 


14 


1.8 


38.1 


34.6 


39.2 


49.3 


15 


0.8 


10.6 


29.8 


30.5 


43.4 


16 


17.4 


32.8 


56.5 


69.9 


84.7 


17 


0.4 


52.0 


35.3 


36.1 


54.5 


18 


i 


1.8 


4.2 


24.3 


40.5 


19 


6.4 


18.2 


20.4 


24.8 


35.4 


20 


0.4 


1.6 


3.5 


5.3 


9.3 


21 


i 


0.5 


9.3 


17.1 


31.4 


22 


i 


0.4 


18.6 


11.5 


23.2 


23 


0.2 


0.7 


6.0 


5.8 


18.2 


24 


i 


0.0 


0.0 


0.0 


4.3 


25 


i 


0.6 


15.6 


11.1 


22.4 


26 


0.2 


1.3 


7.5 


7.7 


. 17.6 


27 


2 


2 


0.4 


1.2 


6.5 


28 


2 


2 


12.9 


22.9 


44.3 


29 


2 


2 


3.4 


5.0 


8.4 


30 


2 


2 


7.0 


4.7 


15.6 


33 


2 


2 


0.4 


0.2 


2.8 


34 


2. 


2 


0.05 


0.0 


0.7 



1 Indicates that no pupils in the grade answered the question correctly. 

2 Indicates that the question was not tried by the grade. 



38 Historical Information and Judgment in Pupils 

TABLE 38 

Per Cent of Pupils Who Answered Each Question Correctly 

Information B 

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 

No. = 498 No. = 434 No. = 527 No. = 415 No. = 462 



1 


94.5 


99.7 


99.4 


99.0 


99.7 


2 


90.3 


89.6 


97.9 


98.3 


98.2 


3 


37.7 


80.4 


69.9 


83.8 


85.1 


4 


54.2 


59.9 


78.1 


87.2 


95.6 


5 


32.1 


60.1 


83.3 


79.5 


90.9 


6 


24.3 


49.7 


82.5 


71.6 


88.0 


7 


35.6 


63.2 


61.8 


62.7 


70.7 


8 


29.3 


26.9 


75.5 


63.3 


83.5 


10 


1.2 


73.2 


62.9 


76.3 


78.1 


11 


3.2 


26.5 


85.5 


86.0 


94.8 


12 


1.2 


32.9 


29.2 


48.6 


54.5 


13 


1.8 


11.2 


33.0 


51.0 


74.8 


14 


0.2 


23.8 


24.2 


39.1 


57.0 


15 


21.0 


38.4 


58.1 


70.8 


83.3 


16 


5.6 


18.8 


33.7 


46.8 


56.9 


17 


1.8 


10.8 


26.3 


25.0 


37.5 


18 


i 


0.4 


33.0 


48.6 


47.8 


19 


3.8 


6.4 


17.0 


36.1 


38.3 


20 


i 


i 


6.4 


21.0 


44.5 


21 


i 


10.9 


9.5 


16.2 


30.8 


22 


4.0 


21.1 


25.8 


28.1 


31.1 


23 


i 


i 


3.7 


2.1 


2.8 


24 


0.3 


0.9 


6.4 


12.8 


22.2 


25 


0.6 


11.1 


25.4 


34.2 


50.5 


26 


0.1 


0.4 


16.5 


7.1 


22.9 


27 


2 


2 


6.2 


14.9 


37.0 


28 


2 


•> 


12.3 


21.6 


38.2 


29 


2 


2 


15.0 


11.7 


24.9 


30 


2 


2 


1.1 


1.2 


13.2 


33 


2 


2 


0.05 


0.2 


1.0 


34 


2 


2 


3.0 


3.2 


8.0 






TABLE 39 







Per Cent of Pupils Who Answered Each Question Correctly 

Thought A 

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 

No. = 459 No. = 400 No. = 428 No. = 362 No. = 404 

1 55.1 72.7 73.8 78.4 87.8 

2 62.8 72.5 80.9 87.8 91.8 

3 32.1 . 58.9 64.7 69.9 80.1 

4 26.3 45.0 57.7 67.1 72.2 
5a 2.6 18.2 41.3 54.5 72.5 
56 4.5 20.5 60.7 78.5 83.8 
5c 6.3 31.0 67.7 84.5 91.5 

6 * 13.8 52.7 51.8 67.8 

7 14.0 25.4 41.0 54.0 60.9 

8 0.5 17.4 . 42.0 45.3 62.7 
10a » 1.0 2.5 7.4 19.5 
106 2.8 15.7 43.9 53.0 74.2 
10c 0.2 5.9 22.9 37.0 63.1 
11a 2.2 17.1 52.3 64.8 75.0 



Measuring the Difficulty of Each Question or Task 



39 



TABLE 39— Continued 

Per Cent of Pupils Who Answered Each Question Correctly 

Thought A 

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 
No. = 459 No. = 400 No. = 428 No. = 362 No. = 404 



116 


0.3 


6.0 


29.9 


41.7 


53.8 


12 


11.9 


25.2 


45.7 


57.4 


75.4 


13 


2.8 


24.5 


41.0 


48.2 


63.7 


14 


1.9 


8.2 


55.8 


55.2 


58.6 


15a 


1.8 


6.2 


13.0 


40.8 


49.2 


156 


i 


1.5 


2.1 


26.5 


19.5 


16a 


2 


27.9 


41.5 


57.5 


66.9 


166 


2 


7.0 


20.3 


41.4 


47.2 


17 


2 


3.5 


14.0 


23.0 


28.5 


18 


2 


12.8 


22.7 


27.6 


35.9 


19 


2 


19.4 


28.9 


45.7 


51.8 


20a 


2 


6.0 


13.8 


24.5 


34.7 


206 


2 


2.0 


11.2 


22.1 


35.2 


21 


2 


19.1 


22-. 2 


40.4 


43.3 


22 


2 


2.0 


7.3 


16.4 


37.6 






TABLE 40 






Per Cent of Pupils Who Ans 


wered Each Question 


Correctly 






Thought B 








Grade 4 


Grade 5 


Grade 6 


Grade 7 


Grade 8 




No. = 457 


No. = 401 


No. = 419 


No. = 360 


No. = 402 


1 


68.8 


80.8 


93.5 


96.3 


98.3 


2a 


44.4 


83.7 


84.9 


90.2 


94.5 


26 


37.0 


69.5 


73.1 


78.8 


80.5 


3a 


6.3 


7.9 


26.4 


46.1 


65.6 


36 


5.2 


18.3 


43.1 


63.8 


83.6 


3c 


2.2 


8.0 


40.0 


61.1 


80.3 


4 


13.4 


41.7 


59.5 


68.0 


68.4 


5 


4.4 


19.4 


62.5 


60.5 


76.1 


6 


1.3 


6.4 


71.8 


73.0 


77.3 


7a 


2.2 


11.2 


30.7 


51.8 


79.1 


76 


6.6 


31.5 


63.3 


75.6 


83.8 


8 


1.3 


21.9 


46.7 


50.8 


64.1 


9 


3.8 


18.1 


51.6 


62.9 


72.6 


10 


5.0 


19.4 


36.5 


38.3 


47.7 


11 


1.3 


4.2 


8.3 


27.5 


36.0 


12a 


3.3 


12.8 


35.4 


46.2 


66.2 


126 


0.1 


6.4 


20.6 


38.2 


57.7 


13a 


2.2 


28.1 


50.1 


63.4 


78.6 


136 


1.3 


13.9 


25.7 


38.0 


55.2 


14a 


i 


0.5 


1.9 


5.2 


13.9 


146 


1.7 


9.2 


27.9 


43.6 


73.3 


15 


3.8 


16.7 


34.5 


55.4 


69.3 


16 


2 


2.7 


13.6 


14.7 


33.5 


17 


2 


2.9 


15.9 


39.2 


55.3 


18 


2 


2.4 


11.9 


13.8 


28.0 


19 


2 


1.5 


6.2 


13.5 


37.8 


20a 


2 •> 


11.4 


41.6 


45.5 


62.5 


206 


2 


1.5 


5.0 


4.1 


13.1 


21 


2 


1.4 


4.1 


8.3 


18.9 


22 


2 


0.6 


2.5 


4.6 


7 6 



40 Historical Information and Judgment in Pupils 

TABLE 41 

Per Cent of Pupils Who Answered Each Question Correctly 

Character A 

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 

No. = 400 No. = 331 No. = 472 No. = 358 No. = 427 



1 


33.8 


54.2 


65.6 


76.2 


75.3 


2 


32.0 


50.7 


67.9 


75.5 


83.0 


3 


34.0 


45.2 


54.6 


62.9 


64.2 


4 


10.2 


18.5 


38.7 


50.9 


64.0 


5 


28.4 


56.2 


78.1 


87.9 


70.6 


6a 


15.5 


25.6 


44.5 


. 54.8 


67.9 


66 


18.0 


26.1 


48.4 


63.5 


72.7 


7a 


8.5 


24.9 


45.4 


62.2 


73.3 


76 


10.8 


22.2 


35.5 


45.5 


56.9 


8 


12.9 


23.9 


43.5 


58.3 


67.1 


9 


19.6 


38.1 


63.0 


68.5 


81.1 


10 


16.5 


26.0 


33.5 


45.6 


58.4 


11 


3.2 


8.5 


20.4 


36.7 


50.0 


12 


2 


8.1 


19.5 


34.0 


51.2 


13a 


2 


9.7 


27.2 


43.2 


56.6 


136 


2 


6.3 


15.0 


26.3 


40.9 


14 


2 


3.3 


14.5 


25.0 


43.8 


15a 


2 


7.8 


19.0 


29.7 


34.8 


156 


2 


6.0 


14.6 


23.3 


38.0 






TABLE 42 







Per Cent of Pupils Who Answered Each Question Correctly 

Character B 

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 

No. = 397 No. = 332 No. = 473 No. = 358 No. = 426 



1 


34.0 


59.7 


78.2 


86.3 


91.6 


2a 


10.5 


20.8 


39.3 


57.9 


68.7 


26 


20.9 


32.9 


57.7 


73.4 


77.8 


3 


29.8 


36.5 


48.9 


54.2 


60.7 


4 


8.9 


22.4 


39.6 


54.1 


62.8 


5a 


14.6 


29.4 


41.9 


59.5 


67.6 


56 


15.3 


37.6 


55.9 


70.4 


78.8 


6 


36.4 


62.9 


71.9 


81.5 


87.4 


7 


5.3 


11.0 


24.1 


38.1 


54.8 


8a 


13.0 


26.5 


29.7 


42.7 


52.1 


86 


3.0 


6.5 


16.7 


35.0 


46.8 


8c 


10.9 


17.0 


20.7 


31.4 


45.1 


9 


2 


27.4 


41.7 


52.7 


64.9 


10 


2 


16.1 


33.5 


52.7 


64.0 


11 


2 


3.7 


9.0 


17.0 


23.0 


12 


2 


17.4 


22.1 


36.9 


39.7 


13a 


2 


9.5 


13.5 


29.7 


30.4 


136 


2 


7.4 


9.7 


14.7 


16.2 


14 


2 


1.9 


3.7 


6.7 


13.2 



By making use of a reasonable assumption we now turn these 
measures of difficulty of Tables 37 to 43 in terms of the per cent 
of successes into measures in terms of deviation up or down from 
the median difficulty for the grade in question, the assumption 
being that the form of distribution of ability within any one 



Measuring the Difficulty of Each Question or Task 41 

TABLE 43 

Per Cent of Pupils Who Answered Each Question Correctly 

Character L 

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 

No. = 399 No. = 331 No. = 465 No. = 354 No. = 423 



1 


26.8 


42.5 


63.8 


72.5 


76.9 


2 


39.7 


50.3 


67.0 


71.4 


74.3 


3a 


13.8 


20.8 


30.9 


41.2 


50.2 


36 


10.1 


23.3 


37.2 


44.2 


56.5 


4 


15.5 


19.2 


29.3 


38.4 


47.2 


5 


13.1 


16.0 


33.7 


42.0 


52.9 


6 


16.2 


22.7 


36.0 


50.5 


58.3 


7a 


2 


21.6 


38.5 


48.9 


67.0 


76 


2 


6.5 


14.7 


20.9 


34.2 


8a 


2 


14.4 


29.2 


38.3 


57.1 


86 


2 


7.7 


13.9 


19.6 


35.8 


9a 


2 


9.6 


18,7 


28.7 


42.1 


96 


2 


10.6 


18.4 


23.3 


31.0 


10 


2 


13.4 


24.2 


29.5 


40.0 



grade is symmetrical and approximately that of the normal proba- 
bility surface. The method is the familiar one used by Dr. 
Buckingham. The result is a series of tables of which the one 
for the Information Scale A is given here as a sample. This 
table (44) should be read as follows: In Grade 4 question 1 of 
Information Scale A is 1.622 P.E. below the fourth grade median, 
in Grade 5 it is 2.958 P.E. below the fifth grade median, in Grade 
6 it is 2.667 P.E. below the sixth grade median, in Grade 7 it is 
3.219 P.E. below the seventh grade median, in Grade 8 it is 
3.182 below the eighth grade median. 

We may now refer all the tasks of one test to one point and 
place them in relation one to another in the same scale by making 
one further assumption: namely, that the grades (4, 5, 6, 7, and 
8) are approximately equal in variability in respect to the ability 
in question. This assumption is almost certainly somewhat in 
error; but it is perhaps more nearly true than any other single 
relation that would be suggested. It, therefore, may serve for a 
first approximation. It has the additional merit that it is the 
assumption which has been used for similar scales in other sub- 
jects. The median difficulty for fourth grade pupils is the 
arbitrary point of reference used here. 

In Tables 47 to 53 are given the distances in terms of P.E. of 
each question or problem above the fourth grade median dif- 
ficulty, first when the data of each grade in which it was given 
are used separately, and, finally, when all data available are 
combined into a single estimate. These tables should be read 

4 



42 Historical Information and Judgment in Pupils 

TABLE 44 

P.E. Values of Each Question 
Information A 

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 

1 -1.622 -2.958 -2.667 -3.219 -3.182 

2 -1.374 -1.962 -2.746 -2.767 -3.111 

3 -1.110 -2.026 -1.962 -1.988 -2.234 

4 +0.145 -0.380 -1.569 -1.692 -2.597 

5 -0.004 -1.155 -1.291 -1.140 -0.795 

6 +1.549 +0.575 -0.315 -1.403 -2.093 

7 +0.702 -1.351 -1.313 -1.656 -1.935 

8 +1.803 +0.422 -0.945 -0.913 -0.851 

9 +1.302 +0.097 -0.307 -0.665 -0.900 

10 +1.979 +0.769 +0.330 -0.104 -0.640 

11 +3.077 +0.819 -0.100 +0.145 -0.624 

12 +1.438 0.000 +0.484 +0.235 -0.242 

13 +3.450 +2.035 -0.719 +0.418 -0.632 

14 +3.111 +0.449 +0.588 +0.407 +0.026 

15 +3.571 +1.851 +0.786 +0.756 +0.246 

16 +1.391 +0.660 -0.243 -0.773 -1.518 

17 +3.938 -0.074 +0.559 +0.527 -0.168 

18 1 +3.111 +2.562 +1.033 +0.357 

19 +2.257 +1.346 +1.227 +1.009 +0.555 

20 +3.938 +3.182 +2.686 +2.397 +1.962 

21 ! +3.820 +1.962 +1.409 +0.719 

22 1 +3.938 +1.324 +1.780 +1.086 

23 +4.275 +3.643 +2.305 +2.331 +1.346 

24 i ii i +2.546 

25 i +3.643 +1.499 +1.811. +1.125 

26 +4.275 +3.300 +2.134 +2.114 +1.380 

27 2 2 +3.938 +3.346 +2.245 

28 2 2 +1.677 +1.101 +0.213* 

29 2 2 +2.706 +2.439 +2.044 

30 2 2 +2.188 +2.344 +1.499 

33 2 2 +3.938 +4.275 +2.834 

34 2 22 2 +3.643 

1 Indicates that no pupils in the grade answered the question correctly. 

2 Indicates that the question was not tried by the grade. 

as follows: Table 47 — on the basis of the results obtained in 
Grade 4, question 1 of Information Scale A lies 1.622 P.E. below 
the fourth grade median; on the basis of the results obtained in 
Grade 5, it lies .674 P.E. below the fourth grade median; on the 
basis of the results obtained in Grade 6, it lies 1.024 P.E. above 
the fourth grade median; on the basis of the results obtained in 
Grade 7, it lies .968 P.E. above the fourth grade median; on the 
basis of the results obtained in Grade 8, it lies 2.110 P.E. above 
the fourth grade median; on the basis of these five determinations, 
question 1 is given a value of —0.400 P.E.; that is, it lies .400 
P.E. below the fourth grade median. 

The last two figures in these tables (47 to 53) are not significant. 
They are included in order to make the weighted averages more 



Measuring the Difficulty of Each Question or Task 



43 



TABLE 45 

Distances of Each Grade Median Above Each Lower Grade Median 
and Above the Fourth Grade Median in Terms of P.E. 

Information Scales A and B Thought Scales A and B 

Distance Above Distance Above Distance Above Distance Above 

Next Lower Fourth Next Lower Fourth 

Grade Median Grade Median Grade Median Grade Median 

Grade 5 2.284 2.284 1.923 1.923 

Grade 6 1.407 3.691 1.836 3.759 

Grade 7 0.494 4.185 0.946 4.705 

Grade8 1.107 5.292 1.139 5.844 

Character Scales A and B Character Scale L 

Distance Above Distance Above Distance Above Distance Above 

Next Lower Fourth Next Lower Fourth 

Grade Median Grade Median Grade Median Grade Median 

Grade 5 1.545 1.545 1.185 1.185 

Grade 6 1.174 2.719 1.099 2.284 

Grade 7 0.962 3.681 . 0.592 2.876 

Grade 8 0.681 4.362 0.765 3.641 

precise, and especially in order to facilitate any work that may 
be done in extending these scales. 

Tables 47 to 53 are constructed by adding to the P.E. dis- 
tance of each question or problem above or below its own grade 
median the distance its own grade median is above the fourth 
grade median. In Grade 5, in Table 44, question 1 lies 2.958 
P.E. below its own grade median. The median of Grade 5 is 
2.284 P.E. above the median of Grade 4. Hence adding to 
-2.958 P.E. the +2.284 P.E. we obtain -0.674 P.E., the loca- 
tion of question 1 with reference to the fourth grade median as 
given under Grade 5 in Table 47. In Grade 6, in Table 44, 
question 1 lies 2.667 P.E. below its own grade median. The 
median of Grade 6 is 3.691 P.E. above the median of Grade 4. 
Hence adding to -2.667 P.E. the +3.691 we obtain +1.024 P.E., 
the location of question 1 with reference to the fourth grade 
median as given under Grade 6 in Table 47. 

In Table 45 are given the P.E. distances of each grade median 
above the fourth grade median. These are derived or taken 
directly from Tables 33 to 36. 

To determine the P.E. values assigned to each question in the 
last columns of Tables 47 to 53 a weighted average of the five 
determinations is taken. Inasmuch as the few dull pupils who 
have been- promoted J into the upper grades unduly increase the 
P.E. distances of the easy questions above the fourth grade me- 
dian, the following system of weighting has been adopted. The 
determinations by the grade distribution whose median is not 



44 



Historical Information and Judgment in Pupils 



TABLE 47 

The Position of Each Question in Each Gkade and Its Aveeage Posi- 
tion When It Is Referred to the Fourth Grade Median as a Point 
of Reference 

Information A 

Weighted 
Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Average 



1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 

21 

22 

23 

24 

25 

26 

27 

28 

29 

30 

33 

34 



-1.622 

-1.374 

-1.110 

+0.145 

-0.004 

+1.549 

+0.702 

+ 1.803 

+1.302 

+1.979 

+3.077 

+1.438 

+3.450 

+3.111 

+3.571 

+1.391 

+3.938 
i 

+2.257 
+3.938 



+4.275 



+4.275 

2 
2 
2 
2 
2 
2 



1 Indicates that 

2 Indicates that 



-0.674 

+0.322 

+0.258 

+ 1.904 

+ 1.129 

+2.859 

+0.933 

+2.706 

+2.381 

+3.053 

+4.103 

+2.284 

+4.319 

+2.731 

+4.135 

+2.944 

+2.210 

+5.395 

+3.630 

+5.466 

+6.104 

+6.222 

+5.927 
i 

+5.927 

+5.584 

2 
2 
2 
2 
2 
2 

no pupils in 
the question 



+1 .024 

+0.945 

+ 1.729 

+2.122 

+1.800 

+3.376 

+2.378 

+2.746 

+3.384 

+4.021 

+3.591 

+4.175 

+2.973 

+4.279 

+4.477 

+3.448 

+4.250 

+6.253 

+4.918 

+6.377 

+5.653 

+5.015 

+5.996 
i 

+5.190 
+5.825 
+7.629 
+5.368 
+6.397 
+5.879 
+7.629 



+0.968 
+ 1.418 
+2.197 
+2.493 
+3.045 
+2.782 
+2.529 
+3.272 
+3.520 
+4.081 
+4.330 
+4.420 
+4.603 
+4.592 
+4.941 
+4.958 
+4.712 
+5.218 
+5.194 
+6.582 
+5.594 
+5.965 

+6.516 

i 

+5.996 

+6.299 

+7.531 

+5.286 

+6.625 

+6.529 

+8.460 
i 



+2.110 

+2.181 
+3.058 
+2.695 
+4.497 
+3.199 
+3.357 
+4.441 
+4.392 
+4.652 
+4.668 
+5.050 
+4.660 
+5.318 
+5.538 
+3.774 
+5.124 
+5.649 
+5.847 
+7.254 
+6.011 
+6.378 
+6.638 
+7.838 
+6.417 
+6.672 
+7.537 
+5.505 
+7.336 
+6.791 
+8.126 
+9.935 



-0.400 
+0.155 
+1.396 
+ 1.607 
+2.125 
+2.798 
+ 1.829 
+3.314 
+3.143 
+3.694 
+4.150 
+3.650 
+4.081 
+4.202 
+4.809 
+3.440 
+4.070 
+5.597 
+4.764 
+6.557 
+5.812 
+5.703 
+6.254 
+7.838 
+5.870 
+6.161 
+7.554 
+5.407 
+6.785 
+6.497 
+8.093 
+9.935 



the grade answered the question correctly, 
was not tried by the grade. 



more than 1 P.E. from the location of the questions as given in 
Table 44 are assigned a value of 10; the determinations by the 
grade distribution whose median is more than 1 P.E. and less 
than 2 P.E. from the location of the questions are assigned a 
value of 6; the determinations by the grade distribution whose 
median is more than 2 P.E. and less than 3 P.E. from the loca- 
tion of the questions are assigned a value of 3; while the deter- 
minations by the grade distribution whose median is more than 
3 P.E. from the location of the questions are assigned a value of 
1. This system of weighting gives the greater values to the loca- 
tions of questions which are nearer the medians of the grade 
distributions and at the same time gives to the locations of the 



^ ~* 



Measuring the Difficulty of Each Question or Task 



45 



TABLE 48 

The Position of Each Question in Each Grade and Its Average Posi- 
tion When It Is Referred to the Fourth Grade Median as a Point 
of Reference 

Information B 

Weighted 
Grade 4 • Grade 5 Grade 6 Grade 7 Grade 8 Average 

1 -2.370 -1.799 -0.034 +0.735 +1.209 -0.999 

2 -1.926 +0.417 +0.676 +1.039 +2.181 -0.345 

3 +0.464 +1.015 +2.918 +2.723 +3.749 +2.072 

4 -0.156 +1.912 +2.541 +2.500 +1.354 +1.489 

5 +0.689 +1.904 +2.259 +2.963 +3.313 +2.030 

6 +1.033 +2.295 +2.305 +3.338 +3.550 +2.569 

7 +0.547 +1.784 +3.246 +3.705 +4.485 +2.753 

8 +0.807 +3.197 +2.667 +3.681 +3.848 +2.760 

10 +3.346 +1.366 +3.202 +3.123 +4.142 +2.806 

11 +2.746 +3.215 +2.122 +2.583 +2.881 +2.759 

12 +3.346 +2.940 +4.503 +4.237 +5.124 +4.253 

13 +3.111 +4.087 +4.343 +4.148 +4.301 +4.204 

14 +4.275 +3.341 +4.729 +4.595 +5.031 +4.513 

15 +1.196 +2.721 +3.388 +3.373 +3.860 +2.979 

16 +2.357 +3.597 +4.315 +4.304 +5.034 +4.235 

17 +3.111 +4.119 +4.631 +5.185 +5.764 +4.962 

18 i +6.222 +4.343 +4.237 +5.374 +4.702 

19 +2.631 +4.541 +5.106 +4.712 +5.733 +4.863 

20 i i +5.948 +5.381 +5.505 +5.535 

21 i +4.111 +5.635 +5.647 +6.036 +5.746 

22 +2.597 +3.475 +4.654 +5.045 +6.023 +4.765 

23 * i +6.339 +7.200 +8.126 +7.227 

24 +4.083 +5.790 +5.948 +5.870 +6.427 +5.970 

25 +3.725 +4.095 +4.673 +4.788 +5.273 +4.746 

26 +4.600 +6.222 +5.135 +6.362 +6.393 +5.828 

27 2 2 +5.972 +5.728 +5.784 +5.796 

28 2 2 +5.411 +5.350 +5.377 +5.542 

29 2 2 +5.228 +5.950 +6.297 +5.944 

30 2 2 +7.086 -+7.531 +6.948 +7.034 

33 2 2 i +8.460 +8.742 +8.601 

34 2 2 +6.480 +6.931 +7.375 +6.928 

questions that are farthest from the medians of the grade distri- 
butions some value. 

Table 46 shows in detail the method of determining the 
weighted average for questions 1 and 4 of Table 47. 

TABLE 46 

Method of Determining the Weighted-Average Values of the Tasks 

Question 1 Question 4 

Grade 4 6x -1.622= -9.732 10 x +0.145= + 1.450 

Grade 5 3 x -0.674= -2.022 10 x +1 .904= +19.040 

Grade 6 3x +1.024= +3.072 6x +2.122= +12.732 

Grade 7 lx +0.968= +0.968 6x +2.493= +14.958 

Grade 8 1 x +2.110= +2.110 3 x +2.695= + 8.085 

Weighted Average , -0.400 +1.607 

Figs. 17 to 23 give the facts of the last columns of Tables 47 
to 53 represented on a linear projection. These figures show the 
location in terms of P.E. of each question or problem with refer- 



46 



Historical Information and Judgment in Pupils 



TABLE 49 

The Position of Each Question in Each Grade and 
tion When It Is Referred to the Fourth Grade 
of Reference 

Thought A 



Its Average Posi- 
Median as a Point 



1 

2 

3 

4 

5a 

56 

5c 

6 

7 

8 

10a 
106 
10c 
11a 
116 
12 
13 
14 
15a 
156 
16a 
166 
17 
18 
19 
20a 
206 
21 
22 



Grade 4 

-0.190 
-0.484 
+0.689 
+0.940 

+2.881 
+2.514 

+2.269 

i 

+ 1.602 

+3.820 
i 

+2.834 

+4.275 

+2.986 

+4.083 

+ 1.749 

+2.834 

+3.077 

+3.111 
i 

2 
2 
2 
2 
2 
2 
2 
2 
2 



Grade 5 Grade 6 Grade 7 Grade 8 



+ 1.028 
+1.047 
589 
110 



+1 

+2, 

+3.287 

+3.145 

+2.658 

+3.539 

+2.905 

+3.314 

+5.373 

+3.411 

+4.241 

+3.332 

+4.228 

+2.914 

+2.947 

+3.987 

+4.204 

+5.142 

+2.792 

+4.111 

+4.609 

+3.608 

+3.202 

+4.228 

+4.967 

+3.219 

+4.967 



+2.814 
+2.463 
+3.200 
+3.471 
+4.085 
+3.356 
+3.078 
+3.659 
+4.096 
+4.058 
+6.664 
+3.987 
+4.860 
+3.674 
+4.541 
+3.919 
+4.096 
+3.543 
+5.429 
+6.774 
+4.077 
+4.991 
+5.361 
+4.869 
+4.584 
+5.375 
+5.562 
+4.894 
+5.914 



+3.540 
+2.977 
+3.932 
+4.049 
+4.537 
+3.535 
+3.199 
+4.638 
+4.556 
+4.880 
+6.850 
+4.593 
+4.213 
+4.142 
+5.016 
+4.428 
+4.772 
+4.511 
+5.050 
+5.636 
+4.475 
+5.027 
+5.801 
+5.587 
+4.865 
+5.729 
+5.845 
+5.065 
+6.155 



+4.116 
+3.780 
+4.591 
+4.971 
+4.958 
+4.382 
+3.809 
+5.159 
+5.434 
+5.364 
+7.119 
+4.881 
+5.348 
+4.844 
+5.703 
+4.825 
+5.325 
+5.522 
+5.874 
+7.119 
+5.196 
+5.948 
+6.686 
+6.379 
+5.777 
+6.427 
+6.407 
+6.094 
+6.312 



Weighted 
Average 

+ 1.963 
+ 1.417 
+2.644 
+3.108 
+4.209 
+3.466 
+2.962 
+4.327 
+3.902 
+4.506 
+6.740 
+3.932 
+4.725 
+3.988 
+4.981 
+3.548 
+4.310 
+4.435 
+5.251 
+6.166 
+4.135 
+5.242 
+5.906 
+5.328 
+4.790 
+5.743 
+5.977 
+5.008 
+6.137 



ence to the fourth grade median, which has been taken as an 
arbitrary point of reference. In Fig. 17, for instance, the dis- 
tance that question 6 is above this arbitrary point of reference 
may be spoken of as being twice as far above the arbitrary point 
of reference as question 3, but question 6 cannot be called twice 
as difficult as question 3. Only the determination of the absolute 
zero point of history ability with respect to information would 
enable one to speak in such terms as one class possesses twice as 
much ability along information lines in history as another class. 
An approximation to such an absolute zero could be obtained 
by extending the scales at their lower extremes down to questions 
or tasks so easy that experts would regard them as of almost zero 
difficulty. The method used in this study applied to such ques- 
tions in the case of American children in Grades 4, 3, 2, and 1 
would then supply the measures of the distances, in terms of the 



_ 



Measuring the Difficulty of Each Question or Task 47 



TABLE 50 

The Position of Each Question in Each Grade and 
tion When It Is Referred to the Fourth Grade 
of Reference 

Thought B 



Its Average Posi- 
Median as a Point 



Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 



1 

2a 
26 
3a 
36 
3c 
4 
5 
6 

la 
76 
8 
9 
10 
11 
12a 
126 
13a 
136 
14a 
146 
15 
16 
17 
18 
19 
20a 
206 
21 
22 



-0.727 
+0.209 
+0.492 
+2.269 
+2.411 
+2.986 
+1.643 
+2.530 
+3.300 
+2.986 
+2.234 
+3.300 
+2.631 
+2.439 
+3.300 
+2.726 
+4.600 
+2.986 

+3.300 

i 

+3.146 
+2.631 

2 
2 
2 
2 
2 
2 
2 
2 



+0.632 
+0.467 
+1.167 
+4.016 
+3.977 
+4.006 
+2.234 
+3.202 
+4.180 
+3.726 
+2.637 
+3.073 
+3.274 
+3.202 
+4.485 
+3.608 
+4.180 
+2.783 
+3.532 
+5.743 
+3.984 
+3.355 
+4.780 
+4.734 
+4.855 
+5.142 
+3.711 
+5.142 
+5.181 
+5.648 



+1.514 
+2.246 
+2.846 
+4.695 
+4.017 
+4.135 
+3.402 
+3.287 
+2.904 
+4.507 
+3.255 
+3.882 
+3.700 
+4.271 
+5.813 
+4.314 
+4.976 
+3.755 
+4.727 
+6.836 
+4.628 
+4.351 
+5.388 
+5.240 
+5.508 
+6.040 
+4.064 
+6.198 
+6.338 
+6.664 



+2.057 
+2.787 
+3.519 
+4.850 
+4.182 
+4.287 
+4.012 
+4.310 
+3.796 
+4.638 
+3.677 
+4.675 
+4.216 
+5.146 
+5.591 
+4.846 
+5.150 
+4.197 
+5.158 
+7.116 
+4.944 
+4.504 
+6.261 
+5.112 
+6.321 
+6.341 
+4.873 
+7.284 
+6.759 
+7.203 



+2.680 
+3.474 
+4.569 
+5.248 
+4.394 
+4.580 
+5.134 
+4.792 
+4.734 
+4.643 
+4.382 
+5.309 
+4.953 
+5.929 
+5.313 
+5.224 
+5.556 
+4.668 
+5.650 
+7.453 
+4.922 
+5.096 
+6.476 
+5.646 
+6.708 
+6.305 
+5.372 
+7.507 
+7.151 
+7.968 



Weighted 
Average 
+0.421 
+1.468 
+2.228 
+4.632 
+3.984 
+4.146 
+3.427 
+3.757 
+3.708 
+4.303 
+3.256 
+4.335 
+4.005 
+4.615 
+5.304 
+4.453 
+5.135 
+3.700 
+4.860 
+7.149 
+4.633 
+4.295 
+5.959 
+5.283 
+6.104 
+6.217 
+4.593 
+6.971 
+6.721 
+7.715 



variability of a grade, of the zero-difficulty questions from the 
fourth grade median. Such questions might be : For the Informa- 
tion Scales — "In what country do you live?" "Is the United 
States the name of a nation or of an animal"? "Was George 
Washington an American or a Chinaman"? For the Thought 
Scales they might be — " The Indians built wigwams. Then they 
lived in the wigwams. Did they live in the wigwams before 
they built them?" "The Indians used skins in making their 
wigwams. They got the skins from animals. Did they have 
to kill the animals before they built their wigwams?" "A man 
built a house. Then he lived in it. Did he live in it before he 
built it?" For the Character Scales they might be — "A girl 
ate a -peach. Then she said she did not eat it. She spent ten 
cents for candy. Then she said she did not spend it. She bit her 
sister. Then she said she did not bite her. Was the girl a liar?" 



48 



Historical Information and Judgment in Pupils 



TABLE 51 

The Position of Each Question in Each Grade and 
tton When It Is Referred to the Fourth Grade 
of Reference 

Character A 



Its Average Posi- 
Median as a Point 



Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 



1 

2 

3 

4 

5 

6a 

66 

7a 

76 

8 

9 
10 
11 
12 
13a 
136 
14 
15a 
156 



+0.620 
+0.693 
+0.612 
+ 1.884 
+0.847 
+ 1.506 
+ 1.357 
+2.035 
+ 1.835 
+1.677 
+ 1.269 
+ 1.444 
+2.746 

2 
2 
2 
2 
2 
2 



+1.389 
+ 1.519 
+ 1.724 
+2.874 
+1.314 
+2.517 
+2.494 
+2.550 
+2.680 
+2.597 
+2.994 
+2.499 
+3.580 
+3.619 
+3.471 
+3.814 
+4.271 
+3.648 
+3.850 



+2.123 
+2.030 
+2.547 
+3.145 
+ 1.569 
+2.924 
+2.778 
+2.891 
+3 .270 
+2.962 
+3.211 
+3.351 
+3.946 
+3.994 
+3.619 
+4.256 
+4.288 
+4.021 
+4.282 



+2.624 
+2.657 
+3.192 
+3.648 
+1.946 
+3.502 
+3.169 
+3.220 
+3.849 
+3.370 
+2.967 
+3.845 
+4.185 
+4.293 
+3.935 
+4.621 
+4.681 
+4.471 
+4.762 



+3.348 
+2.947 
+3.823 
+3.831 
+4.559 
+3.673 
+3.467 
+3.440 
+4.104 
+3.706 
+3.055 
+4.047 
+4.362 
+4.318 
+4.116 
+4.703 
+4.593 
+4.941 
+4.815 



Weighted 
Average 

+ 1.836 
+1.810 
+2.379 
+3.209 
+2.102 
+2.939 
+2.765 
+2.997 
+3.317 
+3.000 
+2.801 
+3.175 
+4.003 
+4.170 
+3.820 
+4.490 
+4.526 
+4.454 
+4.558 



It would be necessary in the experiment, of course, to separate 
ignorance of facts from ignorance of language, and also inability 
to infer from inability to understand words. Possibly tests with 
pictures could be used to better advantage. 

In default of such an experimental placing of the absolute zero 
for these three types of scales, which the author hopes to under- 
take later, the results of such a priori placings as may be made 
can be shown by a sample. Suppose, for instance, that the 
absolute zero for each scale be located provisionally at a point 
representing the probable ability of the lowest pupil in Grade 2 
(—4.5 P.E. from the median of Grade 2). Assume also that the 
median for Grade 2 is as far below the median of Grade 4 as the 
median of Grade 4 is below that of Grade 6. This, of course, is 
purely a provisional arrangement, and would be used only when 
it is absolutely necessary to make some assumption about the 
absolute zero. 

On the basis of these assumptions the values of Tables 47 and 
48 would, when referred to the provisional absolute zero, be 
increased each by 2.284+1.407+4.5, or 8.191; and the hardest 
questions of the Information Scales would be counted as about 
2\ times as "hard" as the easiest. The values of Tables 49 and 
50 would be increased each by 1.923+1.836+4.5, or 8.259; and 



_- 



Measuring the Difficulty of Each Question or Task 



49 



TABLE 52 

The Position of Each Question in Each Grade and 
tion When It Is Referred to the Fourth Grade 
of Reference 

Character B 



Its Average Posi- 
Median as a Point 















Weighted 




Grade 4 


Grade 5 


Grade 6 


Grade 7 


Grade 8 


Average 


1 


+0.612 


+ 1.181 


+ 1.564 


+2.059 


+2.318 


+ 1.332 


2a 


+ 1.859 


+2.751 


+3.122 


+3.385 


+3.639 


+3.074 


26 


+ 1.201 


+2.201 


+2.431 


+2.754 


+3.227 


+2.391 


3 


+0.786 


+2.057 


+2.760 


+3.525 


+3.959 


+2.617 


4 


+ 1.997 


+2.670 


+3.110 


+3.528 


+3.878 


+3.170 


5a 


+1.563 


+2.348 


+3.022 


+3.324 


+3.685 


+2.894 


56 


+1.518 


+2.013 


+2.499 


+2.886 


+3.176 


+2.432 


6 


+0.516 


+1.056 


+ 1.859 


+2.352 


+2.663 


+ 1.533 


7 


+2.397 


+3.364 


+3.761 


+4.130 


+4.183 


+3.802 


8a 


+1.670 


+2.476 


+3.509 


+3.954 


+4.284 


+3.309 


86 


+2.789 


+3.790 


+4.151 


+4.252 


+4.481 


+4.124 


8c 


+1.827 


+2.960 


+3.930 


+4.400 


+4.545 


+3.730 


9 


2 


+2.436 


+3.030 


+3.581 


+3.795 


+3.210 


10 


2 


+3.014 


+3.451 


'+3. 581 


+3.831 


+3.519 


11 


2 


+4.193 


+4.707 


+5.096 


+5.458 


+4.958 


12 


2 


+2.936 


+3.859 


+4.177 


+4.749 


+4.063 


13a 


2 


+3.489 


+4.355 


+4.471 


+5.123 


+4.468 


136 


2 


+3.690 


+4.645 


+5.237 


+5.824 


+5.014 


14 


2 


+4.622 


+5.367 
TABLE 


+5.903 
53 


+6.018 


+5.733 


The Position of 


Each Question in Each Grade and Its Average Posi- 




tion When It Is Referred to the 


Fourth Grade Median 


AS A FOINT 




of Reference 
















Character L 


















Weighted 




Grade 4 


Grade 5 


Grade 6 


Grade 7 


Grade 8 


Average 


1 


+0.913 


+ 1.465 


+ 1.761 


+ 1.990 


+2.550 


+ 1.665 


2 


+0.387 


+ 1.174 


+1.632 


+2.038 


+2.673 


+ 1.580 


3a 


+ 1.616 


+2.391 


+3.024 


+3.206 


+3.634 


+2.921 


36 


+1.892 


+2.266 


+2.768 


+3.092 


+3.398 


+2.798 


4 


+1.506 


+2.476 


+3.091 


+3.313 


+3.745 


+2.985 


5 


+ L.663 


+2.660 


+2.908 


+3.175 


+3.533 


+2.907 


6 


+1.462 


+2.295 


+2.815 


+2.857 


+3.330 


+2.680 


la 


2 


+2.350 


+2.718 


+2.917 


+2.989 


+2.787 


76 


2 


+3.430 


+3.840 


+4.077 


+4.244 


+4.009 


8a 


2 


+2.761 


+3.096 


+3.317 


+3.376 


+3.179 


86 


2 


+3.299 


+3.893 


+4 . 145 


+4.180 


+3.997 


9a 


2 


+3.120 


+3.602 


+3.710 


+3.937 


+3.650 


96 


2 


+3.036 


+3.619 


+3.957 


+4.376 


+3.765 


10 


2 


+2.828 


+3.322 


+3.675 


+4.017 


+3.556 



the hardest question of the Thought Scales would be about If 
times as "hard" as the easiest. Each of the values of Tables 
51 and 52 would be raised by 1.545+1.174+4.5, or 7.219; and 
the hardest question of Character Scales A and B would be about 
1J times as "hard" as the easiest. 

Any investigator who needs to assume some absolute zero may 
conveniently define his assumption in the way just illustrated. 



50 



Historical Information and Judgment in Pupils 



*- 



o 

H 
P 

o» 

o 

<J 

fa 
o 

01 

O 



O 
Ph 

■3 ° 

5 £ 



--< 



4- 



'j4 — 

^ — 



a 
&• 

fa 
o 

fc 
o 

Eh 
O 

o 

w 

PL, 
H 



J 



CO 

2 






SECTION VII 
KEYS TO THE HISTORY SCALES 

Answers to Questions of Information Scale A 

Question Credit 

1 3 = Indians (Indies in Grades 4 and 5); redskins, copper colored 

people. 
= Savages, natives. 

2 3= Washington, Grant, Lee, Schuyler, Sherman, Jackson, War- 

ren, Greene. 
= Wolfe, Burgoyne, Admiral Dewey. 

3 3= Wigwam, teepee, long house, tent. 

= Caves, huts, tents and 'mounds, forests, camps, tents and 
canoes, in wigwams and log cabins, long houses and trees. 

4 3 = Lincoln. 

5 3 = Pilgrims, Plymouth, people of Plymouth, early settlers at 

Plymouth. 
= English, Americans, Indians, Puritans, Quakers, Christians. 

6 3 = With Spain, Spain, Spanish; Spanish American War. 

7 3 = Cabot, Vespucius, Sir Walter Raleigh, Drake, Champlain, 

De Soto, LaSalle, Balboa, Lief Ericson, Eric the Red, Henry 
Hudson, Pizarro, Coronado, Ponce de Leon, Marquette. 
0=Americus or Amerigo, Magellan, Baltimore, Marco Polo, 
America. 

8 3 = Declaration of Independence. 

= Signing of Declaration of Independence; Day cf Independence, 
Declaration Day, Independence. 

9 3 = Fighting and hunting; hunting and war; hunting, fishing and 

fighting; hunting and fishing; fishing and shooting; fish and 
shoot animals; fishing and trapping. 

= Fighting and fishing. 

10 3 = 3-5-1-2-4. 

1 =One interchange. (See note below, answer to question 25.) 

11 3 = (a) Civil War. 

(6) Revolutionary War, or War of 1776; with England and 
colonies; or War for Independence, 
(c) War of 1812. 
1 = Any two of the three. 

12 3 = Passage to the Pacific, Pacific ocean, water route across North 

America, northwest passage, strait, route to the west, a short 
or new way or route to India or Asia or China; short route, new 
route; northwest passage to India, passage to India; shortest 
passage to India; northern passage to India. 
= East Indies or India; trading post, fur trade, new land, route 
to West Indies, southern route to India. 

13 3 = Jefferson. 

14 3 = (a) Spain or Spanish. 

(b) England, Great Britain or English. 

(c) France or French. 

(d) Holland, Netherlands or Dutch. 

0= Inclusion of Portugal, Germany, Italy, or Russia as one of the 
four. 



52 Historical Information and Judgment in Pupils 

15 3 = (a) Burgoyne. 

(6) Cornwallis. 

16 3 = Civil War, or War of 1862, or War between the North and 

the South. 
= Monitor and Merrimac. 

17 3 = Iroquois; Five Nations or Six Nations. 

= Algonquins, Powhatan, Iroquois and Sioux. 

18 3 = (a) Telegraph. 

(6) Telephone, 
(c) Wireless. 

1 = Any two of the three, or three correct with inclusion of some- 

thing not strictly applicable. 

19 3= Working on farms, farming. 

20 3 = (a) Stagecoach, stage, coach, wagon, or carriage. 

(b) Horseback, horse. 

(c) Sailboat, sailing. 

= Boat, ship or water in place of sailboat or sailing; Flatboat, 

barges, rowboat, ferry or canoe in place of sailboat or sailing; 
Canal boats pulled by horses or mules, steamboat, bicycle, 
caravans, prairie schooners. 

21 3 = (a) Cumberland road, National road, public road, highways, 

roads to the west. 

(b) Erie Canal. 

(c) Panama Canal. 

1 =Anj> r two of the three correct; two correct and subway. 

= Inclusion of something not applicable as steam engine or 
wireless. 

22 3 = Cotton gin and steamboat. 
0=Eli Whitney and Robert Fulton. 

23 3 = How to keep the Southern states in the Union, to hold the 

Union together, preserve the Union, keeping of the Union, 
holding of the Union,* what to do about the secession of the 
Southern states; secession, breaking up of the Union, disunion 
or not, break between North and South; whether the states 
were free to secede, should the states be let leave the Union, 
whether the states had a right to leave the Union or not, states 
rights, how to treat the seceded states, what to do with the 
South. 

= War, Civil War, war with Confederates, fight over slavery, 

putting down the Confederates, fight, to see after the Civil 
War, whether he should declare war or not, war or peace; 
slavery, slavery question, whether there should be slavery or 
not, war or peace; how to set the slaves free, how to save the 
Union and abolish slavery, he had to free the slaves, put the 
Union together, question of slavery, slavery problem and 
preserving the Union, for freedom, to stop slavery, whether to 
admit the Southern states to the Union or not, to fight for the 
Civil War. 

24 3 = (a) Civil Service Commission. 

(6) Interstate Commerce Commission. 

1 = Civil Service Commission or Interstate Commerce Commis- 

sion with the other omitted. 

25 3 = 6-2-5-3-7-1-4. 

2= One interchange, or two interchanges or one two-place dis- 
placement. 

l=One three or more place displacement or one two-place dis- 
placement and one interchange; or one double interchange as 
8-2-1-4-5-6-7, or three interchanges. 

Note. — The answer to this type of question may be easily 
and quickly scored as follows: Assume that a pupil's order is 







Keys to the History Scales 53 

5-2-4-3-7-1-6. By placing it below the correct order thus 
6-2-5-3-7-1-4 
5-2-4-3-7-1-6 

1 in the pupil's order corresponds to 1 in the correct order, 

2 corresponds to 2 in the correct order, 3 corresponds to 3 in 
the correct order, 4 corresponds to 5 in the correct order, 5 
corresponds to 6 in the correct order, 6 corresponds to 4 in the 
correct order and 7 corresponds to 7 in the correct order. 

By writing down in a new order the numbers of the correct 
order to which the numbers of the pupil's order correspond 
when the latter are taken in the order 1-2-3-4-5-6-7 we 
have 1-2-3-5-6-4-7. This is an illustration of what is meant 
by a two-place displacement, the 4 being two places out of 
order. This order would be the pupil's actual arrangement of 
the events if the events themselves were arranged in the 
order in which they occurred instead of being arranged by 
chance. 

1-3-0-4-5-6-7 is an illustration of what is meant by one 
interchange, 1-3-2-5-4-7-6 is an illustration of what is meant 
by three interchanges, 1-4-3-0-5-6-7 is an illustration of 
what is meant by a double interchange. 

26 3 = 7-6-1-5-4-3-2. 

2 = One interchange, or two interchanges or one two-place dis- 
placement. 

1 = One three or more place displacement or one two-place dis- 

placement and one interchange; or one double interchange 
as 3-2-1-4-5-6-7, or three interchanges. 

27 3 = 12 correct. 

2 = 10 or 11 correct. 
1=8 or 9 correct. 

a = Morse. 6 = Bell. c = Cyrus Field. 

d = Jefferson Davis. e = Thomas Jefferson. /= Hamilton. 

g = Robert Morris. h = Perry. £ = Henry Clay. 

j = John Jay. k = Edwin M. Stanton. I = Roger B. Tany 

28 3 = 7 correct. 
2 = 6 correct. 
1=5 correct. 

Morgan. 

Farragut. 

Dewey. 

Taylor. 

Thomas. 

Grant. 

Perry. 

29 3 = 2-5-1-7-6-4-3. 

2 = One interchange or two interchanges or one two-place dis- 
placement. 

1 =One three or more place displacement; one two-place displace- 
ment and one interchange, or one double interchange as 
3-2-1-4-5-6-7, or three interchanges. 

30 3 = (a) Protection of slavery in the territories. 

(6) The "gag rule" or suppression of abolition petitions in 
Congress. 

(c) Annexation of Texas. 
1 = The above three and one other one checked or any two of the 
above three and no others checked. 
33 3 = Colonization and interference with South American republics. 

Establishing monarchies and recapture of Spain's colonies. 
Shouldn't settle in America — keep hands off all colonies that 
did not belong to them. 



54 Historical Information and Judgment in Pupils 

Russia planting colonies on the Pacific — Spain trying to regain 
her colonies. 

= No more colonies to be planted — settlement by European 

nations, no colonies and Holy Alliance; Holy Alliance or ex- 
tension of Holy Alliance system; to keep the Holy Alliance 
from helping Spain take back her colonies; no European 
country could get land in America. 
34 3 = 7 correct. 

2 = 6 correct. 

1 = 5 correct. 

Polk. 

McKinley. 
Monroe. 
Cleveland. 
Roosevelt. 
Arthur or Garfield. 
Jackson. 
Note : — To find the number of questions correctly answered by a pupil 
divide the total of his credits by 3. 

Answers to Questions or Information Scale B 

1 3 = Henry Hudson, Hendrick Hudson, H. Hudson, Hudson. , 

2 3 = George Washington, Washington. 

3 3 = Cruelly, harshly, badly, roughly, unjustly, mean, wicked, 

barbarously, poorly; hostile, bad, cruel; abused them; fought 
hard against them; made slaves of them, like slaves, killed 
and conquered, cheated them, robbed them. 
= Kindly, very good, hated them; killed them, nice. 

4 3 = Grant, Lee, Pickett, Johnson, Hood, McClellan, Thomas, 

Sheridan, Hooker, Pope. 

5 3 = France. 

6 3 = Lexington, Yorktown, Bunker Hill, Brandywine, White 

Plains, Saratoga, Princeton, Ft. Moultrie, Camden. 

= Burgoyne's defeat, Brandytown. 

7 3 = Any two of these: bow and arrow; club; spear; tomahawk or 

hatchet, or ax. 

1 =Any one of the above and knives. 

= Bow and arrow; tomahawk, hatchet; bone crusher, stone 
hammer, sword, daggers. 

8 3= England, Great Britain, English, British. 

10 3 = Cartier, Champlain, La Salle, Marquette, Joliet. 
= De Soto, Ponce de Leon. 

11 3 = Any two of these; Philippines, Gadsden, Louisiana, Florida, 

Alaska. 

= Hawaii, Oregon, Texas, Northwest territory. 

12 3 = Spain, France. 

13 3 = (a) Exploring. 

(6) Settling. 

(c) Nation-making. 

14 3 = (a) Holland— Dutch. 

(6) England — English. 

(c) France — French. 

(d) England — English. 

1 = Any three of the four correct. 
= Inclusion of Quakers or Pilgrims among the three. 

15 3 = (a) Stagecoach, coach. 

(b) Railroad, locomotive. * 

16 3 = 3-5-1-4-2. 






Keys to the History Scales 55 

l=One interchange. (See note below answer to 25 in Key to 
Information Questions Scale A.) 

17 3= Any three of these: Washington, Lee, Greene, Putnam, Gates, 

Stark, Marion, Schuyler, Warren, Sullivan, Herkimer. 

1 = Any two of the above for the first two, with the third omitted 

or wrong. 
= Any two of them with the first or second wrong, or including 
Lee or Lincoln. 

Robert E. Lee, Clarke, Gage, Howe, Clinton, Jones, Wolfe, 
Lafayette. 

18 3 = Reaper, harvester, machine for cutting grain, reaping machine. 
= Iron plow and reaper, reaper and locomotive. 

19 3 = Steam or steam engine. 

= Water power and steam, water power, steamboat, railroad. 

20 3 = (a) Cotton gin. 

(6) Sewing machine or Howe's machine. 

21 3 = (a) Catholics. 

(6) Puritans, 
(c) Quakers. 
1= Catholics, Puritans and Protestants; or Catholics, Protestants 
and Quakers. 

Two out of the three correct, the other one being wrong or 
omitted. 

22 3 = Canoes walking, running, on foot, trails, or small paths, 

Paddling, rowing walking. 

= Boat or water walking. 

Horse, horseback, or riding walking, running or canoe. 

Canoe, walking snowshoes. 

23 3 = Protective tariff; tariff, high or low tariff. 

24 3 = (a) Steamboat. 

(6) Railroad, locomotive, or steam engine, 
(c) Trolley car or automobile. 
l=Any two of the three correct, the other one being wrong or 
omitted. 

25 3 = 2-7-1-6-3-5-4. 

2 = One interchange or two interchanges or one two-place dis- 

placement. 
l=One three or more place displacement or one two-place dis- 
placement and one interchange, or one double interchange 
as 3-2-1-4-5-6-7 or three interchanges. 

{See note below answer to 25 in Answers to Questions of 
Information Scale A.) 

26 3 = 6-3-1-7-5-2-4. 

2 = One interchange or two interchanges or one two-place dis- 
placement. 

1 = One three or more place displacement or one two-place dis- 

placement and one interchange, or one double interchange as 
3-2-1-4-5-6-7 or three interchanges. 

27 3 = 12 correct. 

2 = 10 or 11 correct. 
1=8 or 9 correct. 

Supreme Court judge statesman 

general Supreme Court judge 

inventor statesman 

preacher inventor 

president general 

inventor president 

28 • 3 = 7 correct. 

2 = 6 correct. 
1 = 5 correct. 



56 Historical Information and Judgment in Pupils 

= 4 correct. 

Revolutionary. 

Civil. 

Spanish-American . 

Mexican, 1845-8. 

Civil. 

Civil. 

1812. 

29 3 = John Adams. 

Alexander Hamilton. 
Benjamin Franklin. 
Abraham Lincoln. 
George Washington. 
Daniel Webster. 
l=One of these not checked in addition to the other three not 
checked. 
One besides these checked. 

30 3 = 16 correct. 

2 = 14 or 15 correct. 

1 = 12 or 13 correct. 

Missouri. Henry Clay. 

Kansas-Nebraska Act. Stephen A. Douglas. 

South Carolina. John C. Calhoun. 

Secession. Jefferson Davis. 

Monroe Doctrine. Grover Cleveland. 

Ordinance of 1787. George Rogers Clark. 

Black people not citizens. Roger B. Taney. 

War with Mexico. James K. Polk. 

33 3 = Extension of slavery in the territories, slavery in the territories, 

spread of slavery, slavery increasing. 
1 = Slavery movement. 

= Slavery, withdrawal of the Missouri Compromise, secession, 

doing away with slavery, abolition of slavery. 

34 3 = (a) Protective tariff question. 

(6) Demand for a shorter working day. 

(c) Maintaining neutrality. 

(d) Extension of suffrage to another group of people. 

1 =One besides the above checked. 

One of these four unchecked, the rest also being unchecked. 
= Two of these four unchecked, the rest also being unchecked. 

Note. — To find the number of questions correctly answered by a pupi* 
divide^the total of his credits by 3. 



Answers to Questions of Thought Scale A 
Question Credit 

1 3 = In sailboats, by the wind. 

= ln steamboats, in row boats, in row boats and logs, rafts, 
canoes, in wooden boats, boats, in flat boats, vessels, big ships, 
wooden boats. 

2 3 = A short route to India, India; western passage to India, 

western route to India, northwest passage to India; a new way 
to India, a way to India, an easy way to India. 

2 = Indies or East Indies. 

= Asia, a passage to the west. 

3 3 = 100 years ago there were no railroads, no trains or steamships, 

traveled by stagecoach or horses. 
(Today we have railroads.) 



_ 



Keys to the History Scales 57 

2 = Hard to travel, poor means of transportation; swift railroads 

now. (Traveling was so slow.) 
l = Did not have fast trains. (More mail carriers and railroads; 

quicker boats and trains, no railroads and telegraph.) 
= They had no steam; no means of transportation, no means of 

traveling; they had sailboats then. 
4 3== The Northmen; Vikings, Lief Ericson. 

= Columbus, Indians. 

5a 3 = Make it cheaper; cheaper, lessen the cost, reduce the cost, 

got low, would become cheap; it would be cheap, cheap; 
(made cotton cheaper; made it more profitable.) 

1 = 50 times cheaper. 

56 3 = Increase the amount, more cotton raised, more could be raised, 

large amount, huge quantities. 
1 = 50 times as much or 100 times as much. 
5c 3 = Lower the price, make it cheaper, make it cost less, go low, 

go down, cheaper; much cheaper, less, lower, make it very 

cheap, cheap cotton goods, cheap. 

6 3 = Sell it to the United States (or to America); sold it to the 

United States. 

1 = (Sell it.) 

= (To give it to the United States.) 

7 3 = New inventions, invention of machinery, use of machinery. 

(They had machines, had no machines to raise it.) 

2 = By an invention; invention of some specific machine, i.e., 

reaper; machinery. (Better machinery.) 

1 = (Had different machinery or different tools, more machines, 

factories and mines; mining and making tools.) 

8 3 = Manufacturing and mining (mining and factories, mining and 

smelting.) 
1 = Manufacturing (or foundry work), (manufacturing of iron and 

manufacturing of cotton), mining. 
= Iron work, coal (manufacturing and farming, mining and com- 
merce, manufacturing and shipbuilding; mining and railroads). 
10a 3 = There was not much under cultivation, very little cultivated, 

very small, not much was cultivated, very little, only a part, 

small parts; large amount of woodland. 
= A great deal was cultivated, large proportion, large, it was 

immense, more than half; people did not have much land; 

people had large farms, large pieces of land. 
106 3 = Cheap, not expensive, very cheap, cost very little, price very 

low. 

= Dear, expensive, not very cheap; cost nothing. 

10c 3 = Did not know much about agriculture, very little knowledge, 

very limited; knew very little about fertilizing; very little 
knowledge about agriculture, poor farmers, very poor; very 
little, small. 

1 = Did not know anything about agriculture, bad knowledge, 

very ignorant, bad; little agriculture. 
= Very good, plenty of knowledge of farming; good; knew a 
great deal about agriculture; knew much about fertilizing. 
11a 3 = Manufacturing of cotton goods, textile manufacturing, making 

clothing; manufacturing of cotton, cotton manufacturing. 

2 = Manufacturing. 

= Importation or exportation of cotton; commerce, cotton, 
cotton goods, making suits. 

(For the values assigned to the answers in parentheses the 
author alone is responsible.) 



58 Historical Information and Judgment in Pupils 

lib 3 = It would stop it, it would stop cotton manufacturing; prevent 

England from getting the cotton, have no cotton to manu- 
facture, cotton could not be sent to England. (Manufactur- 
ing in England would be almost stopped.) 

1 = Not as important, hurt the occupation; not good, very poor, 

bad for England; throw lots of workers out, put people out of 
work. 

= England could not sell cotton or manufactured goods; stop 

its exportation, could not export it, could not send it out; 
stop England's trade with the South. 

12 3 = Use of electricity or electric power; invention of electricity or 

electric power, electric power; electricity. 

13 3 = To make money, to enrich their merchants, to grow rich, to 

gain, to make on the colonies, to get much out of their colonies; 
betterment of England. 

To gain trade, to gain control of the trade of the colonies; 
England wanted all the trade herself, to receive all our products 
and fix prices; to get Americans to send them their products. 

2 = So the colonies would not sell their goods to other countries 

for more money, not to trade with other countries, colonists 
might get things from other countries, so they would be the 
only country to get the benefit of their things; so she could get 
the best; to make her commerce big. 

To have full control over her colonies, to keep them from 
gaining their independence, to prevent the colonies from 
becoming too wealthy, to make the colonies less rich. So they 
could buy cheaper, to make the colonies pay more, to fix prices 
on colonial goods. 

1 = To tax the colonies, to get the tariff, to get more money, to 

pay the war debt. 

To keep the colonies small and weak, to gain a greater foot- 
hold, to oppress them. 

To get all the trade from Holland; wanted England to become 
mistress of the seas. 

14 3 = Blockade the Southern ports, cut off the Southern trade with 

England, stop cotton trade, prevent the South from exporting 
cotton, prevent the South from selling cotton. 
= Stop manufactured articles going to the South; build factories, 
manufacture cotton goods, manufacture more things; to get 
possession of the South. 
(Blockade the ports and free the slaves.) 
15a 3 = Royalists, the king's favorites, people who believed in the 

king; those who belonged to the Church of England; Cavaliers. 

2 = (High class people, rich people.) 
156 3 = Virginia (to the Southern colony). 

16a 3 = Knew nothing about iron, did not know about iron, did not 

know how to use iron, did not know the use of iron. 
2 = Knew little about iron, did not know much about iron, did not 

use much iron, very rare, very poor knowledge, it was no good; 

did not know the value of iron. 
16& 3 = Inefficient, considered poor now, not very good, very poor, 

not strong; crude, clumsy, hard to use. 
= They did not have many, had only a few tools ; efficient, 

served their purpose all right, well-made, very useful, good, 

sharp, tried to do the best they could. 
17 3 = Immigration from Ireland increased on account of the famine 

and declined when it ceased, Irish came over to escape the 

famine, famine caused immigration to increase; more Irish 

came to America when there was a famine in Ireland, number 

increased at the time of the famine. 



- 



Keys to the History Scales 59 

2 = More food in the United States; came where there was no 
famine. (When conditions were bad in Ireland they came to 
America.) 

1 = After the famine they did not come. 

= The famine was over in 1851 or 1852; after the famine they 

came to America; too many people in Ireland. (All the Irish 
people came here during the famine.) 

18 3 = Capturing British merchant vessels, attacking British mer- 

chant vessels (turned pirates, capture or attack them). 

1 = Stop the trading, destroy the British vessels. 

= Attack the British navy, build a navy. 

19 3 = Made it by hand; women wove it; by spinning, using the loom, 

weaving the cotton; women made it, made it themselves. 

2 = Smuggle it in from England or other countries, running the 

blockade. 

1 = Made their own clothes, made clothing by hand; slaves 

made clothing. 

= Trading with South American countries or other nations; 

obtained it from South America; got it from Europe, sent it to 
England to be made, build .factories; got it from the North. 

20a 3= Yes: Because they did not have to pay a large tax; because 

it cost them nothing; their children would be educated free. 
2= Yes: Their children would become educated, their children 

would learn more and it would be cheaper. 
l=Yes: Children would not learn at home, children in rural 
communities had better opportunities; wanted as many chil- 
dren as possible to attend school, wanted their children to 
become educated; wanted to educate their children (they want- 
ed a free education), could not afford to educate their children, 
workingmen were poor, had to pay to have their children edu- 
cated. 

20b 3 = No : It would raise the taxes on their farms, the tax was so 

high, could not afford to pay the tax; cost too much. 

2 = No : Children could learn the necessary things at home, chil- 

dren did not have to go to school; taught their own children. 

1 = No: Children needed in the home or on the farms; could 

afford to educate their children. 

21 3 = Their own religious freedom, a religion for themselves, their 

own kind of religion, religious freedom for themselves, for 
their religion only, Puritan religion; all should have the same 
religion, to get every one to worship as they did, to have one 
religion. 

2 = To worship as they pleased, as they saw fit, to believe as they 

wanted to, to go to a church of their own, to pray in their own 
way; tyrannical religious freedom, compel people to come to 
church or be punished. 

1 = To run things their own way, government would have no say 
over them, to do what they wanted to do. 

= Did not want to belong to the Church of England, free from 
Church of England, separate from the church; to purify the 
church; Presbyterians, simpler form of worship; true religious 
freedom; absolute religious freedom, free religious freedom, 
strict religious freedom; to make money; church attendance 
and Sabbath observance, to be a Christian and have liberty, 
Baptist, Catholic. (To belong to any church they wanted to.) 

22 3 = They were Tories or loyalists; refused their aid to the colonies; 

favored the king, with the king, took the part of England, 
they had aided England against the colonists; they had fought 
against the revolutionists. (They were English; they went 
against the United States.) 



60 Historical Information and Judgment in Pupils 

1= Traitors. 

= They were in debt, government needed money; did not have a 

strong government, very cruel and mean. (They did not 
fight for America.) 

Note. — To find the number of questions correctly answered by a pupil, 
divide the total of his credits by 3. 

Answers to Questions of Thought Scale B 

Question Credit 

1 3 = United States ought to help France, help them, help them with 

men and ships; to become an ally of France, to fight with them, 
to go on the French side; to go to war with England. 

1 = United States ought to go to war, fight. 

= To interfere, to stop the war. 

2a 3 = Answer indicating refusal; "No," "it was theirs." 

1 = Fight, war. 

26 3 = Send an army to take it, attack the fort, fight for the fort, 

attack the French, to have war (fight) . 

2 = Declare war, say they would fight; prepare for war, build a 

fort and fight; capture the fort, take it. 
= Chase them. 
3a 3 = Increase it, more freight, more transportation, more extensive 

trade. 
= Carry a great deal; cheaper, less freight, decrease it. 
36 3 = Increase the value, raise the value, make it higher, dearer, 

more expensive, make it valuable, make it expensive, expensive, 
big value, would be valuable. 
l=Good effect. 

= Decrease the value; make the land cheaper, valuable for fac- 

tories; new cities along the canal; people settled along the 
canal. 
3c 3 = Increase the settlement, help build up the West, West would 

become more settled; more people went to the West, increased 
population; settled more quickly; opened up the West, West 
would become settled, West would become great, settlers would 
begin to go West (settled more thickly). 
2 = More people travelled to the West; more people went by the 
canal; travelling made easier; quicker to go to the West. 

4 3 = Food was scarce, lack of food, there was no food in that time, 

starvation, the people had nothing to eat, there was not enough 
food. 
2 = Hardships of the Jamestown colony, bad times, misery, suf- 
fering. (They needed help.) 

1 = Hunger, poverty. (They were hungry, they were poor.) 

= Settlers did not cultivate the land, lazy and did not want to 

work, careless; a government was needed; were not able to 
support themselves. 

5 3 = Monmouth, Lundy's Lane, Petersburg. 

6 3 = Increased it (made it more profitable). 

7a 3 = Increased, more money was invested in manufacturing, more, 

greater, more people invested, a large amount was invested, 
a lot of money was spent in manufacturing. 

1 = More factories were built, more factories; more things were 

manufactured, more manufacturing was done, manufacturing 
increased, much manufacturing done. 
= More than one-half invested. 
76 3 = More goods manufactured, increased, more. 

2 = More manufacturing, more factories, a lot of goods were man- 

ufactured, large. 



Keys to the History Scales 61 

= One-half amount of goods, more than one-half, one-half. 

8 3 = Manufacturing, making our own goods. 

= ln cotton; commerce, agriculture, mining. 

9 3 = Immigration was rapidly increasing, increase of immigration, 

immigration rapidly increased, more people came over. 
2 = More came to America every year; population was increasing, 
United States was growing, growth, immigration steadily 
increased. 

1 = Much immigration, many people came to the United States, 

one of the causes of the growth of America, growth of cities. 

10 3 = Massachusetts. 

11 3 = Right to vote, suffrage, the ballot, to choose their rulers. 
= Right to hold office, a law passed. 

12a 3 = In the factories, in manufacturing places. 

2 = They were working. (In some manufacturing state or city.) 
= ln shops; at home or working on the farms; in the fields; no 

more children born. 
126 3= Compulsory education, children must go to school until a 

certain age; child labor laws, child labor is forbidden, law 
forbidding children under fourteen to work; they must have 
a certain age, cannot work under sixteen, have to have working 
papers. 
2 = Against the laws, kept under a certain law, prevented by laws, 
not allowed because of the law, there are rules which are 
enforced. 

= Because there are enough workmen, lack of money, child 

labor is reduced, in hospital, in their graves, children would 
have been found dead, teachers are not as mean as they were 
in those days. (Board of Education would not let them, 
forced to go to school.) 
13a 3 = Shipbuilding. 

1 = Lumbering. 

= Commerce, transportation, carpentering. 
136 3 = Injured, lessened, decreased or damaged it, destroyed, stopped, 

killed, spoiled, ruined, bad effect, could not send them out. 

= Stopped trading; ships could not go out. 
14a 3 = Very little, not much, was not large. 

= Increasing rapidly; schools began to increase, it became larger, 
it was extending rapidly; it extended very much, there was a 
steady increase, it increased; it had spread greatly; greatly 
increased, was increased; increase. 
146 3= Wanted it; believed in it; valued it, thought it important, 

thought it good, favorable, greatly favorable, favored it, 
friendly, very good, liked it; were pleased with it, showed 
great respect toward public education; interested in public 
education; they were anxious to have an education, wanted to 
be educated, wanted an education. 

= Liberal education. 

15 3 = They would decrease, become smaller, diminish, make them 

small, smaller. 

2 = They would be small, they were small, they were not large, 

small, very small. 
= Too big. 

16 3 = (a) Connecticut, (6) Virginia, (6) Pennsylvania, 

(6) New York, (a) Rhode Island. 

17 - 3 = Because the first census was taken in 1790, we take the census 

now and then we didn't, there was no census taken; because 
the census was taken in 1790, but not in 1650. 
2 = The census was taken in 1790; the census was taken, we were 
counted in 1790. 



62 Historical Information and Judgment in Pupils 

= Census is taken every ten years, because we were not a coun- 

try until 1789. 

18 3 = More foreigners in the Northern cities, live in the Northern 

cities or come to the Northern cities; Northern states or North 
have more people of foreign birth; Southern states or South 
have not as many foreigners; foreigners settled in the North. 
2 = Many foreign people in the Northern cities, Southern cities 
had few foreigners. 

1 = All foreigners went to the manufacturing states of the North. 
= Population of North larger than that of the South or vice-versa ; 

Northern cities were settled by foreigners. 

19 3 = A too strong central government ; national supremacy, nation 

has too much power; not having state rights, that they would 
not have any state rights, their power would be taken away. 

2 = Congress having too much power; powers were given to Con- 

gress by the Constitution; Congress has the power to do every 
thing. 
l=Of Congress. 

= A monarchy (of the Constitution). 

20a 3 = No cable; no direct means of communication, no means of 

communication except by boat, no quick means of commun- 
ication, took long to spread the news, because it took so long 
for the news to cross the ocean, no easy way to send a message, 
no means of quick transportation, had to come in sailing ships; 
no wireless. 
2 = No telegraph, no ocean steamers, no fast ocean steamers, slow 
vessels. 

1 = Slow traveling. 

= Bad communication, did not have good transportation; de- 
layed, few ships, no. railroads; had to travel under water, 
English kept it back, on account of the weather, mail traveled 
slowly; no postmen, had no good roads; all American and 
British ships were lost; (telephone not invented). 
206 3 = No effect, nothing. 

= Change them in favor of the American side, gave more to 

America, more benefit to the Americans; we could make larger 
demands; Americans could demand more. 
Peace would be restored quicker; quicken arrangements. 
Delay peace, take long; it would be prolonged; treaty would 
be no good; have to make another, bust them up, there would 
be no peace, change the treaty, bad effect, Americans would 
be victorious. 

21 3 = Dutch settlement was becoming stronger, more Dutch had 

come to America, New Amsterdam settled in 1623. 

1 = Dutch had been preparing, had been raising an army, had been 

building a navy. 

= English were trying to get New Netherlands. 

22 3 = There were not railways to ship it around, no means of trans- 

portation; not many railroads or ways to carry it. 

1 =Too expensive to ship it around, it was too costly; water power 

was cheaper than coal (poor means of transportation, could 
not transport it quickly enough) . 
= People had water power; did not have the machinery to use it; 
there was not enough, not found everywhere; water power 
better, did not know its usefulness, did not need it, because 
they could not get fuel, could not get it everywhere. 
Note. — To find the number of questions correctly answered by a pupil, 
divide the total of his credits by 3. 



— , 



Keys to the History Scales 
Answers to Questions of Character Scale A 



63 



1 indifferent 


cowardly 


cautious 


polite 


brave 


courageous 


spiteful 


fearful 


daring 


timid 


2 cowardly- 


prudent 


ignoble 


fearless 


daring 


treacherous 


cautious 


courageous 


selfish 


faithless 


3 just 


obstinate 


irresolute 


servile 


resentful 


compliant 


honorable 


patriotic 


unfair 


submissive 


4 ignoble 


meddlesome 


courageous 


reckless 


foolhardy 


crabbed 


persistent 


spiteful 


undaunted 


peevish 


5 cruel 


timid 


cowardly 


mean 


self-sacrificing 


crafty 


heroic 


selfish 


noble 


treacherous 


6a faithful 


false 


honest 


unscrupulous 


fearless 


dishonest 


resolute 


gentle 


revengeful 


spiteful 


66 timid 


selfish 


honest 


unscrupulous 


fearless 


cowardly 


spiteful 


resolute 


revengeful 


dishonest 


7a frightened 


resolute 


excited 


terrified 


careless 


deliberate 


wavering 


timid 


cowardly 


cool 


76 treacherous 


brave 


crafty 


excited 


cool 


terrified 


courageous 


resolute - 


bold 


irresolute 


8 cautious 


tactful 


callous 


generous 


courteous 


thoughtful 


sympathetic 


rude 


insolent 


considerate 


9 heroic 


treacherous 


defiant 


noble 


deceitful 


brave 


untrustworthy 


honest 


daring 


timid 


10 humane 


disloyal 


merciful 


cruel 


heroic 


careless 


kind 


crafty 


noble 


stealthy 


11 intrepid 


dismayed 


gentle 


shrinking 


resolute 


cowardly 


treacherous 


timid 


dauntless 


deceitful 


12 kind 


bitter 


sarcastic 


generous 


cautious 


humorous 


ignoble 


abusive 


sympathetic 


ready-witted 


13a negligent 


courageous 


zealous 


rash 


intrepid 


ardent 


shortsighted 


capable 


firm 


undaunted 


136 wary 


selfish 


cautious 


cowardly 


incautious 


negligent 


prudent 


zealous 


incompetent 


defiant 


14 tolerant 


bigoted 


fair 


generous 


narrow-minded 


open-minded 


I daring 


prejudiced 


liberal 


deceitful 


15a tactful 


petty 


noble 


daring 


impudent 


generous 


honorable 


cowardly 


amusing 


courteous 


156 prudent 


tactful 


impulsive 


just 


deliberate 


modest 


resentful 


cool 


generous 


touchy 



Note. — Three credits are given for each problem in which the three words 
are correctly underlined or the three motives correctly checked. One credit 
is given for each problem in which two out of the three words are correctly 
underlined or two out of the three motives are correctly checked. One credit 
is also given in case the three words are correctly underlined and also one 
wrong word is underlined; and likewise when the three motives are correctly 
checked and one wrong motive is also checked. To find the number of prob- 
lems correctly done by a pupil divide the total of his credits by 3. Correct 
answers are printed in italics. 

Answers to Questions of Character Scale B 



1 careless 


cruel 


timid 


courageous 


cautious 


foolish 


heroic 


noble 


selfish 


spiteful 


2a careless 


enduring 


disloyal 


steadfast 


faint-hearted 


wavering 


seditious 


persevering 


treacherous 


ignoble 


26 cowardly 


deceitful 


reckless 


self-sacrificing 


timid 


faint-hearted callous 


faithful 


unfeeling 


courageous 


3 defiant 


honorable 


brave 


false 


cowardly 


servile 


irresolute 


unfair 


gallant 


stupid 



A 



64 



Historical Information and Judgment in Pupils 



4 shiftless 


careless 


enduring 


foolhardy 


cowardly 


timid 


dauntless 


lazy 


stout-hearted 


negligent 


5a treacherous 


fearless 


resentful 


cowardly 


deceitful 


independent 


selfish - 


resolute 


submissive 


crafty 


56 prudent 


faithless 


dependable 


just 


false 


upright 


conscientious 


loyal 


untrustworthy independent 


6 selfish 


treacherous 


daring 


cruel 


spiteful 


timid 


fearful 


brave 


bold 


cowardly 


7 weak 


timid 


incapable 


sympathetic 


incompetent 


cowardly 


negligent 


tactful 


chivalrous 


dishonest 


8a spiteful 


petty 


independent 


ignoble 


daring 


reckless 


wavering 


foolhardy 


patriotic 


timid 


86 brave 


patriotic 


unjust 


courageous 


prudent 


contemptible 


just 


judicious 


despicable 


careless 


8c unfair 


just 


timid 


traitorous 


free 


despicable 


submissive 


cautious 


independent 


ignoble 


9 rude 


spiteful 


blunt 


clever 


tactless 


shrewd 


abusive 


unfair 


humorous 


discourteous 


10 noble 


rude 


heroic 


tactless 


courteous 


gallant 


discourteous 


considerate 


tactful 


courageous 


11 cowardly 


bold 


considerate 


judicious 


weak 


yielding 


daring 


dilatory 


prudent 


timid 


12 self-seeking 


patriotic 


servile 


defiant 


independent 


ignoble 


insolent 


stubborn 


democratic 


obstinate 


13a cowardly 


servile 


obstinate 


firm 


stubborn 


compliant 


honorable 


submissive 


conscientious 


irresolute 


136 shrewd 


unjust 


suspicious 


credulous 


clever 


servile 


sagacious 


false 


deceitful 


treacherous 


14 just 


simple 


fair 


careful 


incompetent 


wary 


frank 


honest 


credulous 


watchful 



Note. — For computation of scores see note on answers to Character 
Scale A, page 63. 



Answers to Questions of Character Scale L 

1. She may have felt that they would probably all be killed and that she 

would rather die fighting as the men did. 
She may have felt that it was her plain duty. 
She may have felt that it was worth risking her life to save those in the fort. 

2. He may have done it because he thought so much of his boy. 
He may have felt that it was his duty. 

He may have feared that he could never be happy again if his little son 
were killed. 
3a. They may have thought that the white soldiers had the advantage. 
They may have been too frightened to oppose the white soldiers. 
They may have wanted to save their own lives at any cost. 
36. They may have wanted to make the Indians fear and dread them. 
They may have wanted to defeat the Indians completely. 
They may have felt that this was too good an opportunity of punishing 
the Indians for past ravages to lose. 

4. They may have wanted to take revenge on the white men for having 

injured some one of their kin. 
They may have been in a rage over some act which they thought the 

white people had done to injure them. 
They may have been at war with-the white people and this action may have 

seemed perfectly right to them. 

5. He may have felt responsible for the lives of his men and the happiness of 

their families. 
He may have thought that there was nothing worth while to be gained by 
shooting a few more of the enemy. 






B Z'-' " 



Keys to the History Scales 65 

He may have thought that the lives of his men were too precious to be 
unnecessarily risked. 
6. He may have done it because he believed the right of petition should be 
preserved. 
He may have felt that it was his duty to try to break down the "gag-rule." 
He may have done it to arouse popular opposition to the " gag-rule." 
7a. He may just have wanted the adventure. 

He may have been exasperated by the condition of affairs. 
He may have felt that it was his duty. 

He may have wanted to put a stop to the Indian outrages so that he and 
his neighbors might live in security. 
76. He may have wanted to show his own authority in the colony. 
He may have been afraid of losing his own trade with the Indians. 
He may not have cared enough about the welfare of the colonists to allow 
them to put a stop to the Indian attacks. 
8a. He may have wanted to expose what seemed to him a public wrong. 
He may have wanted to bring about a better condition in public affairs. 
He may have felt that it was his duty to make the attacks. 
8b. They may have feared that their party might be overthrown and that 
they might lose their positions. 
They may have been afraid to have their actions honestly exposed. 
They may have thought that such attacks were dangerous for their own 
welfare. 
9a. He may have cared very little about the welfare of the colony. 
He may have needed the money to keep up his social position. 
He may have wanted to make just as much money as he could. 
9b. He may have wanted to win the approval of the English Crown. 

He may have wanted to improve the condition of the repressed and to see 

that all received justice. 
He may have felt that it was his duty to act as he did. 
10. They may have wanted to rescue the man just because they felt sorry for 
him. 
They may have wanted to outwit the British. 
They may have felt that it was their duty to rescue this man. 



APPENDIX I 

DATA ON CORRELATIONS BETWEEN SCALES 

In Tables 54 to 56 are given the coefficients of correlation 
between each two of the related scales, A and B, worked out by 
the Pearson products-moment formula. The grades designated 
by an asterisk consist of those pupils in two of the schools who 
tried all the seven scales. The other grades consist of all the 
pupils who tried each of the related scale. Although the prob- 
lems of Character Scales A and B extend over a much shorter 
range of difficulty than do either the Information or Thought 
Scales, as may be seen by consulting Figs. 17 to 22, the correlation 
between these two related scales is somewhat higher than it is 
between the two scales of the other related pairs. The higher 
correlations obtained in most cases where the scores of the boys 
and girls are used together are due to the wider range over which 
the scores extend when combined. 



TABLE 54 

Correlations Between Information Scales A and B 

Scales 
Information A — Information B 
Information A — Information B 
Information A — Information B 
Information A — Information B 
Information A — Information B 
Information A — Information B 

Information A — Information B 
Information A — Information B 
Information A — Information B 
Information A — Information B 
Information A — Information B 
Information A — Information B 

Information A — Information B 
Information A — Information B 
Information A — Information B 
Information A — Information B 
Information A — Information B 
Information A — Information B 

Average of 6 coefficients for males = .718 ±.0135 
Average of 6 coefficients for females = . 697 ± . 0094 
Average of 6 coefficients for both = . 773 ± . 0047 



Grade 


Sex 


No. 


r 


8* 


Male 


115 


.642 


7* 


Male 


79 


.793 


6* 


Male 


123 


.696 


8 


Male 


221 


.689 


7 


Male 


200 


.751 


6 


Male 


252 


.745 


8* 


Female 


141 


.726 


7* 


Female 


111 


.650 


6* 


Female 


107 


.650 


8 


Female 


237 


.732 


7 


Female 


214 


.706 


6 


Female 


266 


.718 


8* 


Both 


256 


.759 


7* 


Both 


190 


.779 


6* 


Both 


230 


.761 


8 


Both 


458 


.768 


7 


Bqth 


414 


.808 


6 


Both 


496 


.764 



Data on Correlations between Scales 



67 



TABLE 55 
Correlations Between Thought Scales A and B 



Scales 
Thought A— Thought B 
Thought A— Thought B 
Thought A— Thought B 
Thought A— Thought B 
Thought A— Thought B 
Thought A— Thought B 



Thought A- 
Thought A- 
Thought A- 
Thought A- 
Thought A- 
Thought A- 

Thought A- 
Thought A- 
Thought A- 
Thought A- 
Thought A- 
Thought A- 



-Thought B 
-Thought B 
-Thought B 
-Thought B 
-Thought B 
-Thought B 

-Thought B 
-Thought B 
-Thought B 
-Thought B 
-Thought B 
-Thought B 



Average of 6 coefficients for males 
Average of 6 coefficients for females 
Average of 6 coefficients of both 



Grade Sex 


No. 


8* Male 


115 


7* Male 


79 


6* Male 


123 


8 Male 


177 


7 Male 


182 


6 Male 


218 


8* Female 


141 


7* Female 


111 


6* Female 


107 


8 Female 


220 


7 Female 


178 


6 Female 


193 


' 8* Both 


256 


7* Both 


190 


6* Both 


230 


8 Both 


397 


7 Both 


360 


6 Both 


411 


726 ±.0128 




751 ±.0047 




769 ±.0042 





.662 
.765 
.750 
.662 
.732 
.784 

.761 

.767 
.727 
.774 
.735 
.744 

.751 

.783 
.771 
.757 
.760 
.795 



TABLE 56 

Correlations Between Character Scales A and B 



Scales 
Character A — Character B 
Character A — Character B 
Character A — Character B 
Character A — Character B 
Character A — Character B 
Character A — Character B 



Character A- 
Character A- 
Character A- 
Character A- 
Character A- 
Character A- 



Character 
Character 
Character 
Character 
Character 
Character 



-Character B 
-Character B 
-Character B 
-Character B 
-Character B 
-Character B 

-Character B 
-Character B 
-Character B 
-Charqcter B 
-Character B 
-Character B 



Average. of 6 coefficients for males 
Average of 6 coefficients for females 
Average of 6 coefficients for both 



Grade 


Sex 


No. 


8* 


Male 


115 


7* 


Male 


79 


6* 


Male 


123 


8 


Male 


201 


7 


Male 


164 


6 


Male 


248 


8* 


Female 


141 


7* 


Female 


111 


6* 


Female 


107 


8 


Female 


219 


7 


Female 


176 


6 


Female 


222 


8* 


Both 


256 


7* 


Both 


190 


6* 


Both 


230 


8 


Both 


420 


7 


Both 


340 


6 


Both 


470 


816±. 


0066 




847 ±. 


0084 




831 ±. 


0020 





.798 
.863 
791 
801 

.822 
.822 

.863 
.802 
.903 

.838 
.837 
.844 

.844 
.831 
.822 
.823 
.833 
.833 



68 



Historical Information and Judgment in Pupils 



TABLE 57 
Correlations Between Character Scale L and Character Scales A 

AND B 

Grade 



Scales 

Character L — Character A 
Character L — Character A 

Character L — Character A 
Character L — Character A 

Character L — Character A 
Character L — Character A 

Character L — Character B 
Character L — Character B 

Character L — Character B 
Character L — Character B 

Character L — Character B 
Character L — Character B 



8* 
7* 

8* 

7* 

8* 
7* 

8* 

7* 

8* 

7* 

8* 

7* 



Sex 
Male 
Male 

Female 
Female 

Both 
Both 

Male 
Male 

Female 
Female 

Both 
Both 



No. 

115 

79 

141 
111 

256 
190 

115 

79 

141 
111 

256 
190 



r 

.537 
.754 

.720 

.829 

.659 
.780 

.622 

.747 

.694 
.723 

.686 
.724 



TABLE 58 
Correlations Between All the A Scales and All the B Scales 

Scales Grade Sex No. 

Information A + Thought A + Charac- 
ter A with 

Information B+ Thought B + Charac- 
ter B 8 Male 115 

Information A+Thought A + Charac- 
ter A with 

Information B+ Thought B+ Charac- 
ter B 8 



.879 



Female 141 



Information A+Thought A + Charac- 
ter A with 

Information B+ Thought B + Charac- 
ter B 8 Both 



256 



.872 



.890 



In Table 57 are given the correlations between Character 
Scales A and B and Character Scale L. It will be noted that the 
correlations obtained from the seventh grade scores are consid- 
erably higher than those obtained from the eighth grade scores. 
Character Scale L evidently extends over too short a range of 
difficulty, as may be seen by referring to Fig. 23. From the sixth 
grade scores in the preliminary tests still higher coefficients were 
found, the highest being .85 when the scores for the fourteen 
problems of character Scale L were correlated with the scores for 
the corresponding fourteen problems of Character Scale A. 

In Table 58 are given the results when the scores for all the A 



Data on Correlations between Scales 69 

scales are combined and correlated with the combined scores of 
all the B scales. By the use of Brown's formula, 

nr 



l + (n-l)r 



it is found that the scores from the six scales would give a corre- 
lation of .94 with scores obtained from six similar scales. In 
order to obtain a correlation, say, of .978 between two similar 
groups of scales it would be necessary to use five times as many 
scales or thirty scales, ten scales of each type instead of two. 

Despite the fact that the variability in the pupil's performance 
precludes the use of these scales to accurately measure, for pur- 
poses of comparison, the work of the individual pupils in a grade, 
they are surely of value in measuring the work of a grade or 
class as well as that of a school system for purposes of comparison. 
The P. E. of the median for all the eighth grade pupils tested with 
Information Scale A is .155. Thus the chances are even that 
the true median of this group of 460 pupils will lie within the 
limits of 15.52 and 15.83 questions; the chances are 1 to 5 that it 
will lie within the limits of 15.35 and 16 questions for this sampling 
of children. 

Selecting at random from among the mixed classes a class of 
eighth grade pupils, containing 21 girls and 21 boys, the median 
is 16.33, with a P. E. of the median of .47. This means that the 
chances are even that the true median of this class of 42 pupils 
will lie within the limits of 15.84 and 16.80; that the chances are 
approximately 4 to 7 that the true median of this group will not 
fall below the median for all the eighth grade pupils tested with 
Information Scale A, nor rise above 1.3 questions above that 
median, or above 17 questions. 

Selecting at random from among the male classes a class of 
eighth grade pupils, containing 36 boys, the median is 15.83, 
with a P. E. of the median of .35. In the case of this grade of 
boys, where the variability of the class is smaller than that of the 
mixed class, as one would expect to find, the chances are even 
that the true median lies within the limits of 15.48 and 16.18; 
the chances are approximately 1 to 5 that the true median will 
notJie outside the limits of 15.1 and 16.55 questions. 



APPENDIX II 
DATA ON SEX DIFFERENCES 

In Tables 59 to 65 are given the per cent of boys and girls of 
each grade who did correctly each number of questions in each of 
the seven scales. These tables should be read as follows: In 
Table 59 — In Grade 4, 1.1 per cent of the girls answered less than 
one question of Information Scale A correctly; 6.5 per cent of the 
girls and 1.7 per cent of the boys answered at least one but less 
than two questions correctly; 15.7 per cent of the girls and 3.8 
per cent of the boys answered at least two questions but less than 
three questions correctly. At the bottom of the table it is stated 
that in Grade 4 the median girl answered 4.367 questions cor- 
rectly while the median boy answered 5.591 questions correctly, 
the median boy, of course, being the one who stands at the mid- 
point, or in the 119th place from the bottom of the fourth 
grade group of boys. These medians are grouped together in 
Table 66 for the girls and in Table 67 for the boys. 

TABLE 59 

Per Cent op Each Sex in Each Grade Correctly Answering Each 
Number of Questions in Information Scale A 



Grade 




4 




5 


6 




7 




8 




Sex 


F. 


M. 


F. 


M. 


F. 


M. 


F. 


M. 


F. 


M. 





1.1 




















1 


6.5 


1.7 




0.4 














2 


15.7 


3.8 


0.5 


0.0 


0.4 


0.4 




0.5 






3 


17.6 


13.0 


4.0 


0.9 


0.7 


0.0 




0.0 






4 


24.5 


19.3 


3.5 


0.4 


2.2 


0.8 


1.8 


0.0 


0.4 




5 


16.9 


20.6 


13.6 


2.1 


3.3 


0.4 


2.3 


0.0 


0.0 




6 


10.0 


10.9 


15.6 


6.0 


4.8 


2.3 


8.2 


1.1 


1.3 




7 


5.4 


11.4 


20.1 


12.9 


7.7 


1.5 


11.5 


0.0 


2.1 


0.4 


8 


1.9 


7.2 


13.6 


12.9 


14.4 


3.8 


10.1 


3.8 


6.3 


0.0 


9 


0.4 


4.2 


9.0 


14.6 


12.1 


5.7 


11.5 


3.4 


5.0 


0.4 


10 




3.8 


9.0 


14.6 


12.1 


6.9 


11.5 


3.4 


10.1 


0.9 


11 




2.5 


6.5 


13.3 


12.9 


11.5 


14.7 


9.1 


8.4 


4.1 


12 




0.8 


2.0 


7.7 


8.1 


9.6 


6.4 


6.7 


7.5 


2.3 


13 




0.8 


1.5 


3.9 


8.1 


11.1 


7.3 


8.2 


9.6 


3.6 


14 






1.0 


4.3 


6.3 


10.3 


5.0 


12.0 


13.8 


6.3 


15 








2.1 


3.7 


9.2 


5.0 


9.1 


10.1 


13.1 


16 








2.1 


1.1 


8.0 


1.4 


11.5 


5.4 


10.0 


17 








1.3 


7.3 


7.7 


1.4 


9.6 


7.5 


13.6 


18 








0.4 


1.4 


2.3 


0.9 


7.7 


4.2 


13.6 


19 












3.1 


0.5 


5.8 


5.0 


7.7 


20 












2.7 


0.0 


3.4 


1.3 


9.5 


21 












1.1 


0.5 


1.4 


0.8 


4.1 


22 












1.1 




3.4 


0.0 


6.3 


23 












0.0 






0.4 


2.3 


24 












1.1 






0.4 


0.9 


25 


















0.0 


0.9 


26 










■ 








0.0 




27 


















0.4 




Number 






















tested 


261 


238 


199 


233 


271 


261 


218 


208 


239 


221 


Median 


4.367 


5.591 


7.637 


9.985 


10.348 


13.638 


10.400 


15.210 


13.934 


17.650 



Data on Sex Differences 



71 













TABLE 60 










Per Cent 


of Each Sex 


in Each Grade Correctly Answering Each 






Number of Questions in Information Scale B 






Grade 




4 


5 


6 




7 




8 




Sex 


F. 


M. 


F. 


m. 


F. 


M. 


F. 


M. 


F. 


M. 





1.2 


0.9 


















1 


4.6 


2.1 


0.5 
















2 


21.9 


2.5 


2.0 


0.4 






0.5 








3 


27.7 


14.7 


8.9 


3.0 


1.9 


0.4 


0.5 








4 


23.1 


16.4 


14.3 


3.5 


4.2 


0.8 


1.4 


1.0 






5 


13.8 


19.3 


14.8 


6.5 


4.9 


1.1 


4.7 


0.0 


1.7 




6 


5.0 


14.7 


14.3 


6.1 


6.8 


1.9 


7.0 


1.0 


1.3 




7 


1.9 


10.9 


9.8 


12.1 


11.6 


2.3 


7.0 


0.5 


2.5 




8 


0.4 


7.2 


9.3 


14.3 


9.7 


5.8 


12.1 


1.0 


1.3 




9 


0.4 


5.9 


8.4 


15.2 


10.8 


5.0 


7.9 


3.5 


2.9 


0.4 


10 




2.5 


6.4 


6.9 


8.6 


6.9 


9.8 


2.0 


5.8 


0.4 


11 




2.5 


5.4 


6.9 


9.0 


10.4 


9.8 


5.5 


9.2 


1.4 


12 




0.4 


2.9 


9.5 


9.3 


11.1 


8.8 


5.5 


8.7 


1.8 


13 






2.0 


5.2 


7.4 


8.1 


6.5 


7.5 


5.8 


3.6 


14 






0.0 


4.3 


5.2 


10.0 


5.1 


9.0 


10.0 


8.6 


15 






1.0 


3.0 


3.0 


8.1 


7.0 


10.5 


10.8 


7.6 


16 








1.7 


2.6 


7.7 


1.8 


9.0 


9.2 


10.8 


17 








0.9 


2.2 


6.1 


1.8 


9.5 


6.2 


8.1 


18 








0.4 


1.1 


3.5 


2.7 


7.5 


6.2 


10.3 


19 










0.0 


3.1 


3.2 


10.0 


5.0 


10.0 


20 










1.1 


1.9 


0.9 


6.0 


7.1 


10.8 


21 










0.4 


2.7 


0.5 


4.5 


0.8 


7.6 


22 












1.9 


0.5 


3.0 


2.5 


5.4 


23 












0.8 


0.5 


2.5 


1.3 


5.0 


24 












0.4 




0.5 


1.3 


2.7 


25 
















0.0 


0.4 


3.6 


26 
















0.5 




1.8 


Number 






















tested 


260 


238 


203 


231 


267 


260 


215 


200 


240 


222 


Median 


3.944 5.696 


6.672 


9.271 10.021 


13.524 


10.928 


16.333 


15.077 


18.695 












TABLE 61 










Per Cent 


of Each Sex 


in Each Grade Correctly Answering Each 






Number of 


1 Questions in Thought Scale A 






Grade 




4 


5 


6 




7 




8 




Sex 


F. 


M. 


F. 


M. 


F. 


M. 


F. 


M. 


F. 


M. 





20.7 


11.2 


4.2 


1.4 














1 


22.5 


19.0 


9.0 


4.7 


3.1 












2 


23.8 


25.9 


18.0 


7.6 


5.1 


1.7 


1.7 




0.4 




3 


22.5 


22.8 


17.5 


10.4 


5.6 


1.3 


1.7 


1.6 


0.4 




4 


5.7 


11.2 


11.1 


8.5 


7.7 


2.2 


2.2 


0.5 


0.0 




5 


3.5 


3.9 


6.9 


11.9 


6.7 


3.0 


1.7 


1.6 


1.3 




6 


1.3 


3.9 


7.9 


13.3 


12.3 


3.4 


7.8 


0.5 


2.2 


0.6 


7 




0.4 


9.5 


7.6 


8.7 


7.3 


5.6 


1.6 


2.6 


1.7 


8 




. 0.0 


5.8 


7.6 


7.2 


5.6 


5.6 


2.7 


2.6 


1.7 


9 




1.3 


2.6 


6.6 


8.2 


7.7 


5.6 


4.4 


3.5 


0.6 


10 




0.0 


0.5 


4.7 


4.6 


6.9 


8.4 


3.8 


3.5 


1.1 


11 




0.4 


2.6 


3.8 


6.7 


6.9 


7.3 


6.6 


8.4 


2.8 


12 






0.5 


3.3 


4.1 


4.7 


7.3 


6.6 


10.6 


3.9 


13 






1.1 


2.4 


5.1 


7.7 


7.3 


7.1 


7.5 


3.4 


14 






1.6 


2.9 


2.6 


11.6 


6.7 


5.5 


4.4 


5.1 


15 






0.0 


0.9 


4.1 


4.7 


6.7 


6.0 


7.5 


2.2 


16 






0.0 


0.9 


2.1 


4.7 


6.7 


10.4 


6.6 


5.1 


17 






0.0 


0.5 


2.6 


7.7 


4.5 


6.6 


6.6 


3.4 


18 






0.5 


0.9 


1.0 


4.3 


3.9 


6.6 


1.8 


7.9 


19 






0.0 




0.5 


2.2 


1.7 


8.2 


7.0 


11.9 


20 






0.0 




1.5 


3.4 


3.3 


6.6 


4.8 


9.6 


21 






0.0 




0.5 


6.2 


1.1 


3.3 


5.7 


11.9 


22 






0.0 






0.4 


1.1 


4.4 


2.2 


9.6 


23 






0.0 






0.0 


1.1 


2.2 


2.6 


5.6 


24 






0.5 






0.4 


1.1 


2.7 


3.1 


6.8 


25 
















0.5 


1.8 


1.1 


26 


















1.8 


3.4 


27 


















0.9 


0.6 


28 




j 


















Number 






















tested 


227 


232 


189 


211 


195 


233 


179 


183 


227 


177 


Median' 


2!289 2.766 


i 4.119 


6.410 8.107 


12.863 


12.346 


16.131 


15.324 


19.881 



72 



Historical Information and Judgment in Pupils 



TABLE 62 

Per Cent op Each Sex in Each Grade Correctly Answering Each 
Number of Questions in Thought Scale B 



Grade 






4 




5 


6 




7 




8 




Sex 




F. 


M. 


F. 


M. 


F. 


M. 


F. 


M. 


F. 


M. 





29 


8 


19.2 


7.5 


2.8 


0.5 






0.5 






1 


31 


.2 


20.5 


10.1 


6.6 


2.0 


0.4 


1.1 


0.0 


0.4 




2 


14 


.5 


11.4 


10.6 


4.7 


3.1 


1.8 


1.7 


0.0 


0.0 




3 


13 


6 


27.9 


17.0 


13.6 


7.1 


0.0 


2.3 


1.1 


0.9 


0.6 


4 


4 


8 


8.3 


12.2 


12.2 


9.7 


1.8 


4.5 


0.0 


0.9 


0.0 


5 


2 


6 


4.4 


11.7 


11.3 


8.2 


4.0 


3.4 


1.6 


1.3 


0.0 


6 





4 


3.5 


9.1 


10.3 


5.6 


4.0 


7.3 


1.1 


0.4 


0.6 


7 


1 


3 


1.3 


5.3 


7.0 


8.7 


7.6 


3.9 


2.7 


1.8 


0.0 


8 





9 


0.9 


6.4 


8.5 


8.7 


5.4 


6.2 


3.8 


1.8 


0.6 


9 





4 


0.9 


3.2 


5.6 


6.6 


4.9 


5.6 


2.7 


2.7 


1.1 


10 


0.4 


0.4 


1.1 


5.2 


8.7 


8.5 


9.0 


4.9 


3.6 


0.0 


11 






0.0 


1.6 


1.9 


6.6 


8.1 


7.3 


3.3 


4.9 


2.8 


12 






0.4 


1.6 


4.2 


3.1 


7.2 


5.1 


8.7 


5.8 


0.6 


13 






0.4 


0.5 


1.9 


3.6 


7.6 


5.1 


5.5 


5.4 


2.8 


14 






0.4 


0.0 


1.4 


2.5 


4.9 


8.5 


7.7 


6.7 


5.0 


15 








1.1 


0.9 


2.0 


4.0 


4.5 


8.2 


5.4 


3.4 


16 








0.5 


1.4 


3.6 


8.5 


5.1 


8.2 


5.8 


8.4 


17 








0.0 


0.0 


5.1 


5.8 


2.8 


8.2 


8.0 


6.7 


18 








0.0 


0.0 


2.5 


4.9 


6.8 


5.5 


8.5 


6.7 


19 








0.0 


0.5 


1.0 


2.3 


2.8 


3.8 


7.6 


10.1 


20 








0.5 




1.0 


2.3 


1.1 


5.5 


6.3 


8.4 


21 














2.3 


2.3 


4.9 


6.3 


11.8 


22 














1.3 


0.6 


4.9 


7.6 


9.0 


23 














0.9 


2.8 


2.2 


1.8 


6.2 


24 














0.4 




3.8 


1.3 


6.2 


25 














0.4 




0.5 


1.3 


4.5 


26 














0.4 




0.5 


2.2 


3.4 


27 




















0.4 


1.1 


28 




















0.4 




29 




















0.4 




30 
























Number 
























tested 


228 


229 


188 


213 


196 


223 


177 


183 


224 


178 


Median 


1 


648 


2.904 


4.391 


5.895 


8.588 


12.468 


11.654 


15.766 


17.277 


20.062 












TABLE 63 











Per Cent op Each Sex in Each Grade Correctly Answering Each 
Number op Questions in Character Scale A 



Grade 






1 




5 


e 




7 




8 




Sex 


F. 


M. 


F. 


M. 


F. 


M. 


F. 


M. 


F. 


M. 





21 


3 


21.2 


6.8 


4.7 


0.9 


0.4 










1 


31 


3 


28.6 


11.2 


11.8 


3.6 


2.0 


0.5 








2 


17 


1 


16.4 


18.6 


16.5 


7.6 


4.8 


2.6 


1.8 


0.9 




3 


13 


3 


10.6 


13.7 


11.8 


7.6 


8.4 


2.1 


1.8 


0.9 




4 


6 


6 


7.9 


13.7 


13.5 


13.9 


7.6 


6.7 


6.1 


4.9 


0.5 


5 


6.2 


3.7 


11.8 


11.8 


13.5 


12.1 


10.3 


6.7 


4.4 


2.0 


6 


1 


9 


4.8 


8.1 


5.9 


7.6 


12.1 


7.7 


4.9 


4.4 


4.0 


7 





9 


4.2 


4.3 


7.0 


6.3 


11.3 


9.8 


7.3 


3.5 


7.4 


8 


1 


4 


0.0 


3.7 


4.1 


7.2 


5.6 


7.7 


9.8 


8.0 


6.9 


9 






0.5 


2.5 


4.7 


7.6 


5.2 


9.3 


8.5 


10.7 


6.9 


10 






1.0 


1.2 


1.2 


7.2 


7.6 


5.2 


11.0 


6.2 


7.9 


11 






1.0 


0.6 


1.8 


2.7 


3.6 


7.2 


9.8 


12.9 


9.4 


12 








0.6 


2.3 


4.5 


7.2 


8.2 


7.3 


5.8 


8.9 


13 








0.6 


1.8 


2.2 


4.0 


6.7 


9.1 


7.1 


9.9 


14 








1.9 


1.8 


3.6 


2.8 


4.6 


4.9 


5.8 


9.4 


15 








0.6 




1.3 


1.6 


3.6 


6.7 


8.9 


10.9 


16 












1.3 


1.6 


2.1 


2.4 


4.9 


5.0 


17 












1.3 


1.6 


3.6 


1.8 


7.1 


7.9 


18 














0.4 


0.5 




1.8 


2.2 


19 
















1.5 




1.8 


1.0 


Number 
























tested 


211 


189 


161 


170 


223 


249 


194 


164 


225 


202 


Median 


1 


916 


2.016 


3.977 


4.391 


6.382 


7.232 


9.277 


10.277 


11.465 


12.555 



Data on Sex Differences 73 

TABLE 64 

Per Cent op Each Sex in Each Grade Correctly Answering Each 

Number op Questions in Character Scale B 



Grade 




4 




5 




6 




7 




8 


Sex 


F. 


M. 


F. 


M. 


F. 


M. 


F. 


M. 


F. 


M. 





25.3 


27.7 


5.6 


4.1 


2.2 


1.2 










1 


32.9 


28.3 


9.9 


12.3 


5.8 


3.2 


1.6 


1.2 




0.5 


2 


23.0 


19.6 


21.1 


15.8 


11.6 


6.4 


4.1 


0.6 


1.3 


0.5 


3 


8.0 


7.6 


18.0 


14.0 


12.9 


9.2 


4.1 


8.5 


2.7 


0.5 


4 


5.6 


7.1 


10.6 


14.0 


10.7 


8.8 


9.8 


6.1 


7.1 


1.5 


5 


1.9 


3.8 


15.5 


9.4 


11.6 


12.9 


11.4 


6.7 


4.9 


2.0 


6 


0.5 


1.6 


5.0 


8.8 


10.3 


7.6 


7.7 


9.2 


8.0 


6.5 


7 


2.3 


1.1 


5.0 


8.2 


4.0 


10.5 


6.7 


7.3 


7.1 


8.0 


8 


0.0 


0.5 


2.5 


3.5 


8.0 


12.1 


6.7 


9.2 


8.4 


7.4 


9 


0.5 


0.5 


1.2 


2.3 


5.8 


9.2 


7.7 


5.5 


11.6 


12.4 


10 




1.1 


1.2 


2.9 


3.6 


5.2 


6.7 


14.6 


6.7 


6.5 


11 




1.1 


1.2 


2.3 


3.6 


4.0 


6.7 


7.9 


7.6 


10.9 


12 






0.6 


1.8 


4.5 


3.2 


7.2 


5.5 


8.0 


11.4 


13 






1.2 


0.6 


2.7 


3.6 


3.6 


6.1 


7.1 


10.4 


14 






0.6 




1.3 


0.4 


4.1 


7.3 


5.8 


7.4 


15 






0.6 




0.4 


1.6 


6.7 


0.6 


6.2 


8.0 


16 










0.9 


0.0 


2.6 


2.4 


5.3 


3.5 


17 












0.8 


2.1 


1.2 


2.2 


2.5 


18 














0.5 








19 






















Number 






















tested 


213 


184 


161 


171 


224 


249 


194 


164 


225 


201 



Median 1.750 1.788 3.741 4.270 5.577 7.057 8.692 9.222 9.904 11.385 



TABLE 65 

Per Cent op Each Sex in Each Grade Correctly Answering Each 
Number of Questions in Character Scale L 

Grade 4 5 6 7 8 



Sex 


F. 


M. 


F. 


M. 


F. 


M. 


F. 


M. 


F. 


M. 





39.4 


46.2 


18.5 


19.5 


9.0 


5.4 


3.6 


3.1 


0.9 




1 


34.3 


25.8 


22.8 


23.7 


14.9 


10.7 


9.9 


3.7 


3.1 


2.5 


2 


16.9 


15.6 


24.7 


13.6 


12.2 


9.5 


13.5 


8.6 


5.0 


5.9 


3 


6.1 


5.9 


12.4 


11.2 


15.3 


12.3 


14.1 


11.8 


10.4 


4.9 


4 


0.9 


4.3 


6.2 


11.8 


15.3 


11.9 


9.3 


8.6 


11.8 


7.4 


5 


1.4 


2.2 


6.8 


8.9 


8.6 


14.0 


9.3 


8.0 


11.8 


4.4 


6 


0.5 




4.3 


3.5 


8.1 


9.9 


10.4 


9.2 


6.8 


8.9 


7 


0.5 




0.6 


3.5 


8.6 


10.3 


9.3 


8.0 


11.3 


12.4 


8 






1.8 


1.8 


4.1 


4.1 


8.9 


11.8 


9.5 


13.4 


9 






1.2 


0.0 


1.3 


3.7 


5.9 


11.2 


11.8 


10.4 


10 






0.0 


1.2 


1.3 


4.5 


5.9 


9.2 


6.3 


16.8 


11 






0.6 


0.6 


1.3 


1.6 




3.1 


5.9 


8.9 


12 








0.6 




1.6 




3.7 


4.5 


4.0 


13 












0.0 






0.9 




14 












0.4 










Number 






















tested 


213 


186 


162 


169 


222 


243 


192 


162 


221 


202 



Median 1 308 1.145 2.350 2.500 3.911 5.014 4.944 6.666 7.020 8.258 



74 



Historical Information and Judgment in Pupils 



TABLE 66 
Grade Medians — Girls 

Informa- Informa- Thought Thought Charac- Charac- Charac- 

Scale tion A tion B A B ter A ter B ter L 

Grade 4 4.367 3.944 2.289 1.648 1.916 1.750 1.308 

Grade 5 7.637 6.672 4.119 4.391 3.977 3.741 2.350 

Grade 6. 10.348 10.021 8.107 8.588 6.382 5.577 3.911 

Grade 7 10.400 10.928 12.346 11.654 9.277 8.692 4.944 

Grade8 13.934 15.077 15.324 17.277 11.465 9.904 7.020 



TABLE 67 
Grade Medians — Boys 

Informa- Informa- Thought Thought Charac- Charac- Charac- 

Scale tion A tion B A B ter A ter B ter L 

Grade 4 5.591 5.696 2.766 2.904 2.016 1.788 1.145 

Grade 5 9.985 9.271 6.410 5.895 4.391 4.270 2.500 

Grade 6 13.638 13.524 12.863 12.468 7.232 7.057 5.014 

Grade 7 15.210 16.333 16.131 15.766 10.277 9.222 6.666 

Grade8 17.650 18.695 19.881 20.062 12.555 11.385 8.258 



All the medians show an advance from each grade to the next higher grade, 
the smallest advance being for the girls of the sixth grade in Information 
Scales A and B. All the medians for the boys, with the exception of that of 
Character Scale L in Grade 4, are higher in all the scales than the medians for 
the girls. 



VITA 

Marvin James Van Wagenen, born at Ohioville, New York, 
November 18, 1884. 

Academic Training: Graduated from State Normal School 
at New Paltz, N. Y., 1906. Student at Eastman Business Col- 
lege, Poughkeepsie, N. Y., 1907-08. Student at Rutgers Col- 
lege, New Brunswick, N. J., 1909-10. Student at Teachers 
College, Columbia University, 1910-12, 1915-17. B. S. from 
Teachers College, Columbia University, 1911. A. M. from 
Teachers College, Columbia University, 1912. 

Professional Experience: Principal of public school at 
Pine Bush, N. Y., 1906-07. Secretary and instructor in Rutgers 
Preparatory School, New Brunswick, N. J., 1908-10. Instructor 
in education and psychology, Waynesburg College, 1912-13. 
Director, Secretarial Department, Scudder School for Girls, 
New York City, 1913-14. Instructor in psychology, Ohio State 
University, 1914-15. Assistant-professor of educational psy- 
chology, University of Minnesota, 1917- 



(c) Who laid the first successful At- 
lantic cable? 



(f) Who was the leader of the 
Federalist Party? 



(i) Who secured adoption of the 
Missouri Compromise? 



(1) Who was the Chief Justice of the 
Supreme Court when the Dred Scott 
decision was rendered? 



states in the order in which they were ad- 
putting a "1 " before the first one admitted, 
id one admitted, and so on until you have 
ast one admitted. 



trn states were in favor of between 1840 



jpression of abolition petitions in Congress. 



>rma as a state. 



as. 



£_,* J 



\ 



T 



j. 



ji 33. What two possible European ventures v 

ft] 

o 

y 

J] 

1< 

rj 

S 

J2 34. In front of each of the things given belo 

_ War with 1 

_ Spanish Ar 

_ Purchase o 

_ Assertion o l< 

Beginning 

_ Passage of 

_ _ Killing the 




Nan 



VAN WAGENEN AMERICAN HISTORY SCAJLES 

INFORMATION SCALE A 

- Sex Grade School 



When was your last birthday? _ How old were you? - Date.. 



I 1. What people did Columbus find 
in America? 



4 4. Who was President of the United 
States during the Civil War? 



5 7. Name any man besides Columbus 
who made early explorations in Amer- 
ica. 



2 2. Name any American general. 



3 3. In what did the Indians live? 



6 5. By what people was our Thanks- 
giving Day custom started? 



g 8. In honor of what event do 
celebrate the Fourth of July? 



7 6. With what country did the United 
States have war in 1898? 



8 9. What were the two chief occupa- 
tions of the Indian men? 



12 10. Arrange these events in the order in which they occurred by putting a "1" before the event that occurred first, a "2" 
before the event that occurred second, and so on until you have put a "5" before the event that occurred last 

— Struggle between the French and the English for control in America. 

_...Rise and growth of the United States as a nation. 

Discovery of America. 

Settlement of America by European nations. 

Struggle of the American colonies against European control. 



IS 11. In what war was the battle of 
Gettysburg fought? 



The battle of Trenton? 



The battle of Lake Erie? 



18 15. Who was the British general in 
each of these battles: 

Battle of Saratoga? 



Battle of Yorktown? 



ii 12. What was Henry Hudson look- 
ing for when he sailed up the Hudson 
river? 



14 13. Who was President of the 
United States when Louisiana was pur- 
chased? 



10 1 6. During what war did iron war 
vessels first come into use? 



13 1 7. What group of Indian tribes 
lived in the western part of New York 
State? 



16 1 4. What' were the first four Europ- 
ean countries to make settlements in 
America ? 



20 18. What important means of com- 
munication were invented and put into 
use between 1 835 and 1 845 ? 



Between 1870 and 1880? 



Between 1895 and 1910? 



j 7 19. Which one of these things were 
most of the white people in America 
doing before the Revolutionary War: 
Working in stores, working in factories, 
hunting and fishing, working on farms, 
or fighting the Indians? 



27 20. What were the three principal 
ways besides walking in which the 
American colonists travelled from one 
place to another before 1775? 



21 22. What were the first two 
portant American inventions? 



25 23. What was the great problem 
which Lincoln had to face when he 
became President? 



22 21. What public improvement was 
under construction during each of the 
following periods: 

1806 to 1814? 



1817 to 1825? 



1904 to 1914? 



30 24. What important commissions 
were created by the United States at 
each of these dates: 



1883? 



1887? 



23 25. Arrange these events in the order in which they occurred by putting a "1 " before the event that occurred first, a "2" before 
the event that occurred second, and so on until you have put a "7" before the event that occurred last. 

Purchase of the Philippine Islands. 

_ Missouri Compromise. 

Introduction of secret voting or the Australian ballot system into the United States. 

Annexation of Texas. 

Building of the Panama Canal. 

_ Passage of the first protective tariff act. 

Secession of the Southern states. 

"TT^TArrange these events in the order in which they occurred by putting a " 1 " before the event that occurred first, a "2" before 
the event that occurred second, and so on until you have put a"7" before the event that occurred last. 

Invention of the telephone. Invention of the *&&&- 

Completion of the first railroad to the Pacific coast. ... Completion of the first railroad in the United States. 

Invention of the steamboat ..-.-..Opening of the Erie Canal. 

_..._ Laying of the first Atlantic cable. 



'as the Monroe Doctrine set forth to forestall? 



« write the name of the President during^hosl^, 
Mexico. 

nerican War. 
f Florida. 

f the Monroe Doctrine in the Venezuelan dispute, 
of the construction of the Panama Canal, 
the Pendleton Civil Service Act. 
United States Bank. 



inistration it took place. 



re the event that occurred first, a "2" 
vent that occurred last. 



itor, a statesman, a President, a general, 



|e men were in favor of a strong central 
eck mark V^ before their names. 



h 



-llj ivi V.1VMM*.© 



2g 30. Some of the following words, phrases ancj 
1812 — Andrew Jackson" belong together. Aftero 
with it, just as "War of 1812" is written after "* 
belongs with it, just as Andrew Jackson is writtc 11 

These are the words and phrases that go in 
not citizens, Missouri, Secession, Monroe Doctrine, rt 

These are the names that go in the last row of)l 
Grover Cleveland, John C. Calhoun, Roger B. jfi 



v 



Battle of New Orleans 

Compromise 

Popular sovereignty .... 



Nullification 



s[ 

'It 
e 

.1 

t 

' c 



Confederacy 

Venezuelan dispute . 
Northwest Territory 
Dred Scott decision. 
Admission of Texas.. 



31 33. Against what movement was the rise c 



28 34. Of these present-day social problems, wh 
a check mark / before them. 

Relation between capital and labor. 

Protective tariff question* 

Demand for a shorter working day. 

Regulation and control of industrial corpora! 

Maintaining neutrality during a European w; 

Railway rate legislation. 

Extension of the suffrage to another group c 



.'o 27. (a) Who invented the tele- 
graph? 



(b) Who invented the telephone? 



(d) Who was the President of the 
Southern Confederacy? 



(g) What man raised money for 
Washington's army during the Revo- 
lutionary War? 



(e) Who wrote the Declaration of 
Independence? 



(h) Who opened up our trade rela- 
tions with Japan? 



(j) Who was the first Chief Justice 
of the United States Supreme Court? 



(k) Who was Secretary of War dur- 
ing the greater part of the Civil War? 



(c) Who laid the first successful At- 
lantic cable? 



(f) Who was the leader of the 
Federalist Party? 



(i) Who secured adoption of the 
Missouri Compromise? 



(1) Who was the Chief Justice of the 
Supreme Court when the Dred Scott 
decision was rendered? 



ig 28. Which of these men won each of the following battles: 
Dewey, Perry, Grant, Farragut, Morgan. Taylor, Thomas: 

Battle of Cowpens 



Battle of Mobile?- 
Battle of Manila ?_ 



Battle of Buena Vista ?_ 
Battle of Nashville? 



Battle of Vicksburg? 

Battle of Lake Erie? 



28 29. Arrange these states in the order in which they were ad- 
mitted to the Union by putting a "1 " before the first one admitted, 
a "2" before the second one admitted, and so on until you have 
put a "7" before the last one admitted. 

Indiana 

California 

Ohio 

_New Mexico 

—Colorado 

..._Texas 

Missouri 



26 30. Put a check mark J in front of each of the following things which the Southern states were in favor of between 1840 
and 1650. 



-Wilmot Proviso. 

_ William Lloyd Garrison's "The Liberator.' 
Protection of slavery in the territories- 
Free Soil Party. 



The 'gag rule' or suppression of abolition petitions in Congress. 

Admission of California as a state. 

Annexation of Texas. 

—.Protective tariff 01. manufactured goods. 



31 33. What two possible European ventures was the Monroe Doctrine set forth to forestall? 



?2 34 In front of each of the things given below write the name of the President during whose administration it took place. 

_ War with Mexico. 

Spanish American War. 

_ Purchase of Florida. 

Assertion of the Monroe Doctrine in the Venezuelan dispute. 

Beginning of the construction of the Panama Canal. 

_ _ Passage of the Pendleton Civil Service Act. 

_ Killing the United States Bank. 



VAN WAGENEN AMERICAN HISTORY SCALES 
INFORMATION SCALE B 

Name Sex Grade School 

When was your last birthday? - How old were you? Date _. 



Who discovered the Hudson 



River? 



3 A. Name any general who fought 
in the Civil War. 



7 7. Name two weapons which the 
Indians used in fighting before the 
white men came to America. 



8 II. Name two purchases of land 
that have been made by the United 
States. 



2 2. Who was the first President of 
the United States? 



4 5. What European country sent 
soldiers and ships to help the Ameri- 
can colonies in the Revolutionary War? 



15 14. From what European country 
did the people come who settled along 
the Hudson River? 



At Philadelphia? 



Along the St. Lawrence River? 



At Plymouth? 



9 8. With what country did the 
United States have a war in 1812? 



14 12. By what two nations was the 
Mississippi valley first explored? 



11 15. Which of these first came into 
use in America: the railroad, the stage- 
coach, or the steamboat? 



Which one was the last to come into 
use? 



5 3. How did the Spanish explorers 
treat the Indians ? 



6" 6. Name any one of the battles of 
the Revolutionary V/ar. 



io 10. Name any Frenchman who 
made early explorations in North 
America. 



12 13. Which of these things: settling, 
nation-making, or exploring — was 
chiefly being done in America between 
1500 and 1600? 



Between 1600 and 1700? 



Between 1775 and 1800? 



coUtn^rafcVmrnrst On a di "2" S K n ( lhe0rder * *•*"«*■» were to be , f ° u " d * *» 8'owth of America. Put a "I" before the 
thTt clme last * * e condltlon that came second - and s ° °n "^ you have put a "5" before the condition 

The raisin § of "totaled crops of corn and wheat in thinly settled farming communities. 

The building of factories and the rise of industrial cities. 

The rovin g or wandering of the Indian hunter and Indian warrior. 

The more intensive cultivation in more thickly peopled farm settlements. 

The coming of the European explorer, conqueror, and trader. 



20 1 7. Name two American generals 
who fought in the Revolutionary War. 



Name one more American general 
who fought in the Revolutionary War. 



23 21. People of what religious faith 
settled in the Maryland Colony? 



In the Massachusetts Bay Colony? 



,In the Pennsylvania Colony? 



16 18. What important agricultural in- 
vention was made between 1825 and 
1835? 



ig 19. What kind of power was being 
applied to manufacturing and trans- 
portation between 1800 and 1850? 



18 22. In what two ways did the 
Indians get from one place to another? 



jo 23. What important internal politi- 
cal question arose out of the conditions 
following the War of 1812? 



21 20. What important invention con- 
nected with the clothing industry was 
made during each of the following 
periods: 
I 790 to 1800? 



1840 to 1850? 



27 24. What new means of transporta- 
tion came into use in the United States 
during each of the following periods: 

1805 to 1815? 



1830 to 1840? 



1890 to 1900? 



T7 25 Arranae these events in the order in which they occurred by putting a "I" before the event that occurred first, a "2" 
be'fore'the evfnt That burred second, and so on until you have put a "7" before the event that occurred last. 

Settlement of the Massachusetts Bay Colony. 

Adoption of the United States Constitution. 

Settlement of Jamestown. 

Battle of Yorktown. 

Capture of New Amsterdam by the English. 

Declaration of Independence. 

Fall of Quebec. .___ 



I names belong together in the same way that "Battle of New Orleans — War of 
each name or phrase in the first row write the name or phrase that belongs 
Battle of New Orleans." In the last row of blank spaces write the name that 
n after War of 1812. 

the first row of blank spaces: South Carolina, War with Mexico, Black people 
, Kansas-Nebraska Act, Ordinance of 1787. 

blank spaces: James K. Polk, Jefferson Davis, Stephen A. Douglas, Henry Clay, 
Taney, George Rogers Clarke. 



.War of 1 81 2 Andrew Jackson 

w 



n< 
f 
f 
of 

ti 

u" 



if the present Republican party a protest? 



ich ones were problems of wide concern in the United States before 1830? Put 



ions. 

IT. 



>f people. 



evolutionary War many New England ves- 
ted States from Ireland during each year 

51,500 came in 1842, 
26,000 came in 1843, 
33,500 came in 1844, 

1845, 

1846. 

1847, 

1848, 

1849. 

i who came in 1852 was 62,000 less than 
1855 the numbers again declined sharply, 
severe famine in Ireland. 

rnients indicate? 



45,000 came in 

?2,000 came in 

36,000 came in 

13,000 came in 

30,000 came in 



table shows the number of immigrants 
sailors were out of work. The men in the 
ere ill paid and the hardships were many. 

were many British merchant vessels trad- 
es and but a small British navy to protect 

ect the American sailors soon to be doing ? 



Civil War there were compara- 

and weaving of cloth in the South. 

i from the North and the Northern 

gland. Besides they had little, ma- 

naking machinery for spinning and 

you think the people of the South ob- 
for clothing? 



a 



y 
irj 



20. In the rural communities in 1850 the chilc 
portunity to learn many things in the home wfy 
not learn in the city homes. When a tax was ra n 
erty the people in the rural communities, who ow 
for the most part, had to pay a larger proportion 
the workingmen of the cities. 

24 (a) When in 1849 and in 1850 the bill ? 
schools was submitted to a vote of the people of h^ 
what way would you expect the workingmen of thrs 



Why? 



26 (b) What way would you expect the farm< 
communities to vote? 



Why? 



25 -6- Arrange these events in the order in which they occurred by putting a " I " before the event that occurred first, a "2" 
before the event that occurred second, and so on until you have put a "7" before the event that occurred last. 

Purchase of Alaska. 

Discovery of gold in California. 

Purchase of Louisiana. 

Settlement of the Venezuelan dispute with England by arbitration. 

Issuing of the Emancipation Proclamation. 

Missouri Compromise. 

Dred Scott decision. 



24 27. After the name of each of these men write whether he was a preacher, an inventor, a statesman, a President, a general, 
or a Supreme Court Judge. 



John Marshall 

George G. Meade 

Cyrus M. McCormick 

Jonathan Edwards 

Grover Cleveland 

Elias Howe, Jr 



Daniel Webster 

Roger B. Taney 

Alexander Hamilton 

John Ericsson 

William T. Sherman 
James K. Polk 1 



22 28. In what war was each of these battles fought? 

Battle of Cowpens? 

Battle of Mobile ? 

Battle of Manila ? . _ 

' Batt/e of Buena Vista ? _ _ 

Battle of Nashville?. _ 

Batt/e of Vicisburg? 
Battle of Lake Erie? _ 



26 29. Which of these men were in favor of a strong central 
government? Put a check mark v 7 before their names. 

John Adams 

Alexander Hamilton 

John C. Calhoun 

Benjamin Franklin 

Abraham Lincoln 

Thomas Jefferson 

George Washington 

Jefferson Davis 

Daniel Webster 



\M-) A r 6 ° i C -T? 8 ' P ," " ameS be '° ng t0gether in the same wa * that " Ba «'e °f New Orleans-War of 

1812-Andrew Jackson belong together. After each name or phrase in the first row write the name or phrase that belongs 
with t, ,„, as War of 1812" is wntten after Battle of New Orleans." In the last row of blank spaces write the name that 
belongs with it, just as Andrew Jackson is written after War of 1812. 

These are the words and phrases that go in the first row of blank spaces: South Carolina, War with Mexico, Black people 
not citizens, Missouri, Secession, Monroe Doctrine, Kansas-Nebraska Act, Ordinance of 1787. 

These are the names that go in the last row of blank spaces: James K. Polk, Jefferson Davis, Stephen A. Douglas, Henry Clay, 
Grover Cleveland, John C. Calhoun, Roger B. Taney, George Rogers Clarke. 



Battle of New Orleans... 
Compromise 



War of 1812. 



..Andrew Jackson-. 



Popular sovereignty 
Nullification 



Confederacy 
Venezuelan dispute .. 
Northwest Territory 
Dred Scott decision.. 
Admission of Texas... 



31 33. Against what movement was the rise of the present Republican party a protest? 



28 34. Of these present-day social problems, which ones were problems of wide concern in the United States before 1830? Put 
a check mark J before them. 

Relation between capital and labor. 

Protective tariff question. 

Demand for a shorter working day. 

Regulation and control of industrial corporations. 

Maintaining neutrality during a European war. 

Railway rate legislation. 

Extension of the suffrage to another group of people. 



Name _..... 

When was your last birthday ?_ 



FAN WAGENEN AMERICAN HISTORY SCALES 

THOUGHT SCALE A 

_Sex Grade School _ _. 



..How old were you? Date 



2 1. Before the steamboats were made people used to travel on 
the ocean in sail boats. Steamboats were not made until a long, 
long time after the European people came to make their homes 
in America. 

How do you think these early European settlers came to 
America? 



J 2. A little before the year 1500 the people of Europe were 
anxious to find a new way to get to India. Some people thought 
that India might be reached by sailing westward across the At- 
lantic Ocean. Columbus was one of these people. It was at this 
time that Columbus found America. 

What do you think Columbus was looking for when he found 
America ? 



S 3. A hundred years ago it took a letter several days to go 
from New York to Boston. Today it takes only a few hours. 

Why do you think it took letters so much longer to go from 
New York to Boston 100 years ago than it does today? 



5 A. The Northmen probably came to America as early as the 
year 1000, nearly 500 years before Columbus and the Cabots 
sailed from Europe. There is no record of any one else having 
come to Amenca before tKe year \000- 

By whom do you think America was 6rst discovered? 



5. In 1793, Eli Whitney invented the cotton gin, a machine 
for separating the cotton seed from the fiber. By the use of this 
machine one slave could clean fifty times as much cotton in a day 
as with the old machines or by hand. 

12 (a) What effect would this invention have upon the cost of 
raising raw cotton? 



6 (b) What effect would it have upon the amount of cotton 
raised? 



4 (c) What indirect effect would it have upon the price of cotton 
goods? 



14 6. In 1800, Spain gave Louisiana up to France. The United 
States, fearing that France might set up a colony and control the 
Mississippi River, was anxious to get Louisiana. In 1 803, Napol- 
eon of France feared that Great Britain was about to seize his 
American territory. 

What would you expect Napoleon to do? 



8 7. In 1829-30, it took over 160 hours of work to raise 50 
bushels of wheat; in 1 895-96, it took less than seven and a half 
hours of work to raise the same amount. 
How can you account for the difference? 



16 8. After the close of the Civil War, coal and iron deposits 
were opened up in various parts of the South. 

What two occupations would you expect to find growing up 
as a result of using these natural resources? 



10. In 1 750, Peter Kalm, a Swedish traveler in America, wrote 
a book from which the following passage is taken. 

"When a person had bought a piece of land, which perhaps 
had never been plowed since the creation he cut down part of the 
wood, tore up the roots, plowed the ground, sowed corn on it 
and for the first time got a plentiful crop. But the same land 
being tilled for several years successively, without being fertilized, 
it at last must of course lose its fertility. Its possessor therefore 
leaves it fallow and proceeds to another part of his ground, which 
he treats in the same manner. Thus he goes on till he has 
changed a great part of his possessions into cornfields, and by 
that means deprives the ground of its fertility. 

"He then returns to the first field, which now is pretty well re- 
covered; this he again tills as long as it will afford him a good 
crop, but when its fertility is exhausted, he leaves it fallow again, 
and proceeds to the rest as before. But by leaving the land 
fallow for several years together, a great quantity of weeds spring 
up in it, and get such strength that it requires a considerable time 
to extirpate them. From hence it likewise comes, that the corn is 
always so much mixed with weeds." 

29 (a) What does this passage from Peter Kalm suggest about 
the proportion of land under cultivation in the colonies in 1750? 



p (b) What does it suggest about the cost of land in 1750? 



roll. Previous to the Civil War a large part of the Southern 
cotton crop was exported to England. 

(a) What was evidently one of the chief occupations of 
England ? 



19 (b) What effect would the blockading of the Southern ports 
by the North during the Civil War have upon this occupation? 



7 12. It was not until about 18S7 that electric power began to 
come into use. After 1887 there was a great increase in street 
railway building. In the cities of Massachusetts there were three 
times as many miles of street railways in 1897 as in 1887. 

What was evidently one of the things to which this sudden 
rapid increase in street railway building was due? 



13 13. In 1660, the English Parliament passed the restrictions 
that certain colonial products, called enumerated articles, includ- 
ing sugar, tobacco, dyewoods and indigo, should be shipped from 
America only to England or to other English colonies. 

In 1663. an act of Parliament provided that all goods brought 
to the colonies must come from or through English ports. 

What do you think was the purpose of the English in thus 
seeking to regulate the trade of the colonies? 



77 (c) What does it suggest about the state of or the extent 
of knowledge about agriculture among the American colonists? 



IS 1 4. During the years before the Civil War cotton growing 
had been found more profitable in the South than manufacturing. 
It was less profitable to manufacture the raw cotton than to ex- 
change it with the Northern states and especially with England 
for the various kinds of manufactured articles which were needed. 
In order to take advantage of this situation, what would be 
one of the first things which the North would attempt to do at the 
outbreak of the Civil War? 



Iren had an op- 
lich they could 
ised upon prop- 
ncd their farms 
of the tax than 

for free public 
s T ew York State, 
e cities to vote? 



ITS 



in th 



e rural 



20 21. The Puritans said that they came to America to get re- 
ligious freedom. Presbyterians, Baptists, and Quakers of the 
Massachusetts Bay Colony were fined or imprisoned or banished 
for their religious dissent. Roger Williams was banished by 
the General Court of the Massachusetts Bay Colony because 
he believed the governments of the church and state should be 
separate, and denounced the Puritan system of civil laws, com- 
pelling church attendance and the observance of the Sabbath, 
and taxing people for the support of the church. 

What sort of religious freedom do you think the Puritans really 
came to America for? , 



27 22. At the close of the Revolutionary War many of the 
people in America were driven from their homes by official acts 
of a new state government, their property was taken and they 
were deprived of the right to vote or to hold public offices. 

How can you account for such action? 






in 1 790 there were about 3,929,200 people 
states. We do not know at all accurately 
e were in the colonies at any previous year 

iow many people there were in the United 
lo not know how many there were in any 



more and Boston had each a population of 
ere were 69,000 foreigners in Baltimore as 
bston. New Orleans and Milwaukee were 
umbers in 1900, but Milwaukee had 90,000 
i New Orleans. Atlanta with a population 
I only about 3,000 foreign-born people in 
tvith a similar population had 47,000. 
res, which may be considered as typical, 
lation of the Southern cities as compared 
: the Northern cities? 



tenth amendments to the Constitution state 
shall exercise only those powers given to it 
d that "all other powers are reserved to the 

ratified the Constitution only upon being 
ovision would be added to it. 
tates have been afraid? 



reement of peace was signed by the com- 
eat Britain and the United States at the 
therlands on Christmas Eve, 1814, the news 
until after the Battle of New Orleans had 
ricans on January 8, 1815, with a loss of 
o the British, 
think the news was so long in getting to 



fJfc»A 4-Jt.i 



"i n » ri«Jifa»^» ■ 



27 21. In 1614 or 1615, Captain Argall of the Ja| 
on finding Hendrick Christiansen with a colony o| 
on the Hudson River ordered him under penalty 
to haul down the flag of the Netherlands and run] 
flag. The order was promptly obeyed. 

In 1635, when the English colony at Jamesto^ 
times as large as in 1615, a party of Virginiai 
Delaware River and took possession of an old bl| 
called Fort Nassau which the Dutch had abandon* 
from New Amsterdam speedily took them prisoners 
back to Virginia, with a polite warning not to do s{| 

What had evidently been happening between 1 



BIU1U41A 



to the Church of England. During the next few years a large 
number of people left England to settle in America. 
22 (a) Who do you think these new settlers were? 



15. In 1649. Oliver Cromwell became the ruler of England, I ^3 '8- During the Revolutionary War many New England ves- 
the King, Charles I, having been driven from the throne and put ! that came to the United States from Ireland during each year 
to death. The Royalists, who had favored the king, belonged between 1842 and i0 V- 

51.500 came in 1842. 
26.000 came in 1843. 
33-500 came in 1844. 
45.000 came in 1845. 
52.000 came in 1846. 
106.000 came in 1847, 
113,000 came in 1848, 
160.000 came in 1849. 
The number of Irish who came in 1 852 was 62,000 less than 
1851. In 1854 and 1855 the numbers again declined sharply. 
In 1845 there was a severe famine in Ireland. 



28 (b) To what colony in America would these people be 
most likely to go? 



What do these statements indicate? 



16. The Indian hatchets were made of stone, sharpened at one 
end and with a notch all round the thick end. The handle con- 
sisted of a stick, split at one end. In this split the stone was 
placed so that the two halves of the stick came into the notches 
of the stone. The two split ends were then tied together. 

When the Indians wanted to cut a tree down they set fire to 
a great quantity of wood at the roots of the tree, wetting the 2 5 1 7. The following table shows the number of immigrants 
trunk of the tree so that the fire would not burn the wood too I sels and thousands of sailors were out of work. The men in the 



far up. To hollow out the trunk of a tree for a canoe, they first 
laid dry branches along one side of the trunk, and set fire to them. 
As fast as they were burned they were replaced by others. The 
rest of the trunk was kept wet to keep the fire from spreading too 
far. The stone hatchets or sharp flints or shells were then used 
to scrape off the burnt part of the wood. 

11 (a) What does the above passage suggest about the Indians' 
knowledge of the use of iron? 



21 (b) What does it suggest about the efficiency or goodness 
of the Indians' tools? 



Revolutionary army were ill paid and the hardships were many. 
At the same time there were many British merchant vessels trad- 
ing with the West Indies and but a small British navy to protect 
them. 

What would you expect the American sailors soon to be doing? 



18 19. At the outbreak of the Civil War there were compara- 
tively few factories for spinning and weaving of cloth in the South. 
They could no longer get cloth from the North and the Northern 
blockade shut it out from England. Besides they had little ma- 
chinery and no means of making machinery for spinning and 
weaving. 

In such a crisis how do you think the people of the South ob- 
tained the cloth necessary for clothing? 



v ;„ 1850 the children had an op- 
20. In the rural communities ml W ^ which they ^ 

portunity to learn many tnln *L ux was raised upon prop- 

not learn in the city homes When ^^ { ^ 

erty the people in the rural comma » t.a > q( ^ ^ 

for the most part, had to pay a larger pi^ 
the workingmen of the cities. 

\ (*> ^en in 1849 ^™£$&,^^ 
^™^:^Z woin^n of the cities to vote? 



Why? 



26 (b) What way would you expect the farmers in the rural 
communities to vote? 



Why? 



20 21. The Puritans said that they came to America to get re- 
ligious freedom. Presbyterians, Baptists, and Quakers of the 
Massachusetts Bay Colony were fined or imprisoned or banished 
for their religious dissent. Roger Williams was banished by 
the General Court of the Massachusetts Bay Colony because 
he believed the governments of the church and state should be 
separate, and denounced the Puritan system of civil laws, com- 
pelling church attendance and the observance of the Sabbath, 
and taxing people for the support of the church. 

What sort of religious freedom do you think the Puritans really 
came to America for? 1 



2J 22. At the close of the Revolutionary War many of the 
people in America were driven from their homes by official acts 
of a new state government, their property was taken and they 
were deprived of the right to vote or to hold public offices. 

How can you account for such action? 






PUBLISHED BY 

TEACHERS COLLEGE, COLUMBIA UNIVERSITY 

NEW YORK CITY 

COPYRIGHT, 1920, BY TEACHERS COLLEGE 



VAN WAGENEN AMERICAN HISTORY SCALES 



Name... _ 

When was your last birthday?.. 



THOUGHT SCALE B 

. _ Sex Grade 



..School.. 



.How old wire you? - Date 



I 1. During the Revolutionary War, France had helped the 
colonies with both men and ships. Ten years after the close of 
the Revolutionary War France was again at war with England. 
What would the French people think the United States ought 
to do? 



2. In 1 754, the English claimed the Ohio valley. The French, 
however, had built Fort Duquesne on the Ohio River, near where 
Pittsburgh now stands. George Washington was sent by the 
English to demand that the fort be given up to the English. 
2 (a) What reply would you expect the French to make to 
Washington ? 



3 (b) What would you expect the English to do next? 



3. Before 1825 the freight rates from the West to New York 
City were thirty-two dollars a ton by wagon for each one hundred 
miles, wagons being the only means of inland transportation. The 
freight rates on the Erie Canal, which was opened in 1825, were 
one dollar a ton for each one hundred miles. 
18 (a) What effect would you expect the opening of the Erie 
Canal to have had upon the amount of freight carried between 
the West and the East? 



ig (b) What effect would you expect the opening of the Erie 
Canal to have had upon the value of the land near the Canal? 



II (c) What effect would you expect the opening of the Erie 
Canal to have had upon the settlement of the West? 



5 4 During the winter of 1609-10 in the Jamestown Colony, 
rats,' mice, I n d snakes were relished, and fungi of various sorts 
were eaten It is even reported that an Indian who had been 
slain in an ass»ult upon the stockade was eaten by the poorer 
men. 

What do these statements show? 



8 5. The battle of Lundy's Lane was fought in the War of 1812; 
the battle of Petersburg was fought in the Civil War; the battle 
of Monmouth was fought in the Revolutionary War. Arrange 
the three battles in the order in which they were fought. 

(a) 



(b) 



(c) 



7 6. In 1 793, Eli Whitney invented the cotton gin, a machine for 
separating the seed from the cotton fiber. By the use of this 
machine a slave could clean fifty times as much cotton in a day 
as with the old machines or by hand. 

In 1 790, 200,000 pounds of raw cotton were exported from the 
United States. In 1800. nearly 20,000,000 pounds of cotton were 
sent out of the United States. 

What effect must the invention of the cotton gin have had upon 
slavery in the United States ? 



7 Between 1860 and 1870 the nu m b er of emp loyees in Ameri- 
can factories increased more than one I ,, 
13 (a) What does this fact suggest ab u fi he amount of capital 
invested in manufacturing? ut " 



4 (b) What does it suggest about the am0 unt of goods manu- 
ractured? 



14 8. In 1810, nine tenths of our foreign trade (980,000 tons) 
was carried in American vessels. The War of 1812-14 stopped 
the importation of foreign-made goods. 

In what industry would you expect American capital soon to 
have become invested? 



io 9. During the year 1824, 8,000 immigrants came to America. 
During the year 1 844, 78,000 immigrants came. During the year 
1854, 427,000 immigrants came. 
What do these statements show about immigration? 



I J 10. In 1850, the principal occupation of Virginia was agricul- 
ture. In Massachusetts at that time there were as many people 
engaged in manufacturing as in agriculture. 

(a) In which state would you expect to find the more cities 
at that time? 



?3 }}> At the beginning of the 19th century voting and office 
holding in the United States were for the most part restricted to 
property holders. During the next thirty years with the growth 
of manufacturing, the people who worked for wages, but owned 
little or no property, became a larger part of the population. 
These people wanted shorter hours of work and better educational 
opportunities for their children. 

In order to get these things what would you expect the laboring 
people to demand? 



1 2. After 1 820 there was a large increase in the manufacturing 
industry in the United States. 

In 1820 there were 5,000 pupils on the rolls of the public 
schools of Philadelphia; in 1821 there were only 3,000; in 1822 
there were only 2,550; in 1823 there were less than 2,500. 
15 (a) Where do you think the rest of the children would have 
been found? 



21 (b) Why could not this same thing happen in our cities today? 



1 3. Previous to the War of 1 776 an oak vessel could be built 
at Gloucester or Salem in Massachusetts for twenty-four dollars 
per ton. Nowhere in England, France or Holland could a ship be 
made of oak for less than fifty dollars per ton. 
6 (a) Under such conditions what industry would get a firm hold 
in the American colonies? 



20 (b) During the Revolutionary War the English navy block- 
*ded the American coast. What effect must this blockade have 
had upon that industry? 



(b) In which state would you expect to find more foreign- | 
born people? 



nestown colony 
f Dutch traders 
of a broadside 
up the English 

vn was several 
s went up the 
ockhouse there 
;d; but a force 
and sent them 
9 any more. 

J15 and 1635? 



30 22. Our inland cities began to arise as soon as it was possible 
to build many factories in the same locality. Before this could 
happen an abundant supply of fuel was necessary. Factories 
were already in operation at the water falls in the New England 
streams. The groups of factories and the inland cities, however, 
did not appear until long after the discovery of soft coal and its 
usefulness. 

Why was not the new fuel immediately put into use every- 
where? 



» 






J_J 



i was remarkable for long, prosy, intermina- 
juse of Representatives. On one occasion, 
ic whole, after having wearied the patience 
than usual, he said to Mr. Clay, who sati 
ice, while he was pausing for a new start, 
esent generation; I speak for posterity." — 
lay, "and you seem resolved to continue 
ence arrives." 

he three of the following words which you 
lis action of Henry Clay. 

sarcastic generous cautious 

abusive sympathetic ready-witted 



the Northwestern Indians had been ravag- 
ments but the United States government 
on for a determined attempt to put an end 
last an army was sent out under St. Clair 
op to the Indian attacks. Most of the re- 
itreets and prisons of the seaboard cities, 
salary of two dollars a month. These men 
mpaign against peculiarly formidable foes 
(red the rudiments of a soldier's training, 
understood what woodcraft meant. The 

utterly without training, and had no time 

men. 
; Northwest the little army had become 

as the result of desertions. They were 
;re a conflict might be expected yet St. 
vo regular regiments in pursuit of a band 
>s were camped on a narrow rise of ground, 
woods lay in frozen silence. In front, the 
:ross a creek, about a quarter of a mile 
roops. Parties of Indians were seen in the 

they skulked around the lines so that the 

sd at them. St. Clair had been warned 

are of a surprise attack. Neither St. Clair 

idequate measures to ward off a sudden 

fise, just as the men were dismissed from 

It was made upon the militia, who lay un- 

reek. The unexpectedness and fury of the 

j*>d the appalling whoops and yells of the 

/ hrew the militia into disorder. After 

they broke and fled in wild panic to 

spreading dismay and confusion. St. 

illied their men but the struggle ended 

little American army. 

r the three of the following words which 
e action of the men who were responsible 
y against the Northwestern Indians. 



s zealous 


rash 


intrepid 


d capable 


firm 


undaunted 


4«m- flv.<». *JL<v> A ^_£ 


..U-.r-ji-,..: 


i i ■ 



J 7 14. From an incident related by Henry Cl 
"I was travelling, in 1828, through I believl 
vania County, in Virginia, on my return to W( 
pany with some young friends. We halted at 
kept by an aged gentleman. After a hurried ai 
old gentleman sat down by me, and without 
but understanding that I was from Kentucky, 
had four sons in that state, and that he was 
divided in politics, two being for Adams, anc 
He wished they were all for Jackson. 'Why?' 
cause,' he said, 'that fellow Clay, and Adams, 
son out of the Presidency.* — 'Have you ever s« 
my old friend/ said I, 'of that?' — 'No,' he repl 
wish to see none.' — 'But,' I observed, looking at| 
steadily in the face, 'suppose Mr. Clay were t< 
assure you, upon his honor, that it was all a vile 
a word of truth in it, would you believe him?'- 
old gentleman, promptly and emphatically." 

Draw a line under the three of the following 
think best describe this old gentleman. 

tolerant bigoted fair generous n 



open-minded daring prejudiced libe 



ra 



14. Among the resolutions adopted by a "General Meeting of 
Mechanics and Working-Men" of New York City, held in 1829. 
are found the following: "Resolved, that next to life and liberty, 
we consider education the greatest blessing bestowed upon man- 
kind. Resolved, that public funds should be appropriated (to a 
reasonable extent) to the purpose of education upon a regular 
system that shall insure the opportunity to every individual of 
obtaining a competent education before he shall have arrived at 
the age of maturity." 

At an adjourned meeting of "Workingmen, Mechanics, and 
others friendly to their interests," held in Boston in 1830, it was 
resolved: "that the establishment of a liberal system of education, 
attainable by all, should be among the first efforts of every law 
giver who desires the continuance of our national independence." 

From these paragraphs what inference would you make about: 
2g (a) The extent of public education in 1830? 



ig (b) The attitude of the working people of the cities toward 
public education? 



12 15. At the close of the Civil War many of the Southern negroes 
would not return to work on the plantations for pay, but wanted 
land of their own. There was also a scarcity of white laborers 
in the South, and but little capital with which to buy agricultural 
machinery. 

What effect would you expect these conditions to have upon 
the size of the farms in the South ? 



J 24 16. In the Constitutional Convention in 1787, two proposals 
were made for the choice of a legislative body: one (a) that an 
J equal number of congressmen should be chosen from each state; 
I another (b) that the congressmen should be chosen on the basis 
I of the population of the several states. 

Show which proposal you would expect each of these colonies 
to favor by putting an (a) before each colony that would favor 
J an equal number of congressmen from each state, and a (b) 
before each colony that would favor the second proposal. 



...Connecticut 
..Virginia 
...Pennsylvania 
...New York 
...Rhode Island 



22 17. We ^fVSf 1790 ^" 6 were about 3.929.200 people 
living in the United States. We do not know at all accurately 
how many people tnere were in the colonies at any previous year 
after 1650. 

Why do we know how many people there were in the United 
States in 1790. but ao not know how many there were in any 
year before that? 



2 S 18. In 1900, Baltimore and Boston had each a population of 
about 600,000; but there were 69,000 foreigners in Baltimore as 
against 197,000 in Boston. New Orleans and Milwaukee were 
not far apart in total numbers in 1900, but Milwaukee had 90,000 
foreigners to 30,000 in New Orleans. Atlanta with a population 
of nearly 100,000 had only about 3,000 foreign-born people in 
1900, while St. Paul with a similar population had 47,000. 

What do these figures, which may be considered as typical, 
show about the population of the Southern cities as compared 
with the population of the Northern cities? 



26 1 9. The ninth and tenth amendments to the Constitution state 
clearly that Congress shall exercise only those powers given to it 
by the Constitution and that "all other powers are reserved to the 
states." 

Some of the states ratified the Constitution only upon being 
assured that such a provision would be added to it. 

Of what must the states have been afraid ? 



20. Although an agreement of peace was signed by the com- 
missioners of both Great Britain and the United States at the 
city of Ghent in the Netherlands on Christmas Eve, 1814, the news 
did not reach America until after the Battle of New Orleans had 
been won by the Americans on January 8, 1815, with a loss of 
nearly 2,000 soldiers to the British. 

16 (a) Why do you think the news was so long in getting to 
America ? 



28 (b) What effect would this victory of the American army 
have upon the arrangements for peace? 



27 21 In 1614 or 1615, Captain Argall of the J™«town colony 
I fi din Hendrick Christiansen with a <^£**+» 
on the Hudson River ordered h.m under pen»tty : bro a ds, de 
to haul down the flag of the Netherlands and run up tne English 
flag. The order was promptly obeyed. 

In 1635, when the English colony at Jf^™ w " sev ^' 
times as large as in 1615, a party of V.rgm«-»W«t up the 
Delaware River and took possession of an old W°<*h°use there 
called Fort Nassau which the Dutch had abandoned, but a force 
from New Amsterdam speedily took them prisoners and sent them 
back to Virginia, with a polite warning not to do w any more. 

What had evidently been happening between 1615 and 1635? 



30 22. Our inland cities began to arise as soon as it was possible 
to build many factories in the same locality. Before this could 
happen an abundant supply of fuel was necessary. Factories 
were already in operation at the water falls in the New England 
streams. The gToups of factories and the inland cities, however, 
did not appear until long after the discovery of soft coal and its 
usefulness. 

Why was not the new fuel immediately put into use every- 
where ? 



VAN WAGENEN AMERICAN HtSTORY SCALES 

CHARACTER JUDGMENT SCALE A 

Name _ Sex Grade J ' School 

When was your last birthday? — How old vereyou? e ~ 



2 1 . In 1 772, there was a frontier wedding. The guests had come 
from many miles. After a night of rough merriment and dancing 
the guests lay down to sleep under the roof of their host or in the 
nearby barns and sheds. When morning came two of their horses 
were missing. Not doubting that they had strayed away, three of 
the young men started out to find them. Soon several gunshots 
were heard and the three young men did not return. Believing 
that it was a small scalping party of Indians eight or ten more 
mounted the horses that stood saddled before the house and gal- 
loped across the fields in the direction of the firing; while others 
ran to cut off the enemy's retreat. 

Draw a line under the three of the following words which you 
think best describe the action of these white men. 



indifferent cowardly cautious polite brave 



courageous 



spiteful 



fearful 



daring 



timid 



x 2. After the British troops were driven from Boston by Wash- 
ington's clever maneuvers. New York became the scene of war. 
Here the military situation was most serious. The British num- 
bered 25,000 well-equipped troops, with a large number of 
cannon, generous stores of ammunition and even ships at their 
command. The Americans numbered but 14,000 poorly-equipped 
and ill-fed men. Washington saw that he must have certain news 
of the enemy; he must know exactly the number of their troops 
and how they were posted in the defense of New York. He 
needed a spy, — one who would enter the lines of the British, learn 
all he could, and return with the information to the commander- 
in-chief. Then Washington would know the place and time to 
make an attack. 

With the alert eyes and ears of hundreds of enemies about him, 
the spy rarely escapes detection. If discovered, he is not shot 
but hanged. When Washington asked for volunteers, Nathan 
Hale consented to enter the British lines as a schoolmaster who 
was disgusted with the American cause. 

Draw a line under the three of the following words which you 
think best describe the action of Nathan Hale. 



4 3. Long beiore the end of President John Quincy Adams s first 
administration, Mr. Thompson, collector of customs of the Port 
of New York, was known to be opposed to President Adams and 
in favor of General Jackson for the next President. President 
Adam's friends strenuously urged the removal of Thompson; but 
he refused to comply with their request, though they assured him 
that if he acted on the policy of retaining his active opponents in 
office in New York State he would surely lose it at the next elec- 
tion as h e (jjfj J]r. Adams took the same ground as he did in 

the case of Mr! McLean, Postmaster General, that every man 
had a right to exercise and act upon his own opinion, and if 
officers of the government believed General Jackson a more fit 
man for President than himself, they were right in supporting 
him, and so long as they discharged the duties of their office 
faithfully, he would not remove them. 

Draw a line under the three of the following words which you 
think best describe President Adams as he appears in this incident. 



just 



obstinate irresolute servile resentful 



compliant honorable patriotic unfair submissive 



cowardly prudent ignoble 



fearle 



daring 



n 4. Shortly after taking his seat in the House of Representa- 
tives John Quincy Adams began to present petitions for the aboli- 
tion of slavery. At first these petitions which people sent to Mr. 
Adams attracted hut little notice but as they multiplied the South- 
ern Republicans became aroused. At first they assailed Mr. 
Adams for presenting them, but finally there was passed what 
was known as trie "gag-rule" which prevented the reception of 
these petitions by the House of Representatives. During the next 
few years Mr. Adams put his whole force into breaking down the 
"gag-rule" and defending the right of petition. On every petition 
day, in spite of the "gag-rule," he would offer, in constantly in- 
creasing numben, petitions which came to him from all parts 
of the country for the abolition of slavery. The Southern Repre- 
sentatives came to hate Mr. Adams. In 1837 and again in 1842 
the Representatives threatened to expel him from the House, but 
Mr. Adams stood his ground and ably defended himself. Every 
year Mr. Adams renewed his motion to strike out the "gag-rule," 
and forced it to a vote. The majority against his motion kept 
growing smaller and smaller until in 1 844 it was passed, and the 
right of petition had been won in the American House of Repre- 
sentatives. 

Draw a line under the three of the following words which you 
think best describe this action of Mr. Adams. 



treacherous cautious courageous selfish faithless ignoble meddlesome courageous reckless foolhardy 



crabbed persistent spiteful undaunted peevish 



3 5. A chief of the Minnesota tribe heard that his little son had 
been captured by the Foxes, another Indian tribe. Knowing that 
the child would be burned at the stake, the father hastened to 
the enemy s camp. Coming up with the Foxes, the chief said. 
My little son, whom you are about to burn with fire, has seen 
but few winters; his tender feet have never trod the warpath. 
He has never injured you. But the hairs of my head are white 
with many winters, and over the graves of my relatives I have 
hung many scalps taken from the heads of the Foxes. My death 
is worth something to you. Let me. therefore, take the place of 
my child, that he may return to his people." The little boy was 
set free and the father died in his stead. 

Draw a line under the three of the following words which you 
think best describe the action of the Indian father. 



cruel timid cowardly mean self-sacrificing 

crafty heroic selfish noble treacherous 



7. In 1 724 the Massachusetts Colony determined to put a stop 
to the Indian ravages. One of their armies of about eighty men 
under Moulton cautiously advanced through a forest to the open 
village of Norridgewock. Not an Indian was stirring, till at length 
a warrior came out from one of the huts, saw the English, gave a 
startled war-whoop, and ran back for his gun. Then all was dis- 
may and confusion. Squaws and children ran screaming for the 
river, while the warriors, fifty or sixty in number, came to meet 
the enemy. Moulton ordered his men to reserve their fire until 
the Indians had emptied their guns. The savages fired wildly 
and did little or no harm. The English, still keeping their ranks, 
returned a volley with deadly effect. The Indians gave one more 
fire, and then ran for the river. Some tried to wade to the farther 
side, others swam across, while many jumped into their canoes, 
but could not use them as they had left the paddles in their huts. 
Moulton and his men followed close, shooting the fugitives in the 
water or as they climbed the farther bank. 

8 (a) Draw a line under the three of the following words which 
you think best describe the action of the English Colonial soldiers. 

frightened resolute excited terrified careless 

deliberate wavering timid cowardly cool 



6. Fletcher, who was the Royal Governor of New York from 
1 692 to 1 698, was very strict in religious observances, was fond 
of luxury, and had extravagant habits. Always in want of money, 
he was in the habit of receiving gifts from the different pirate 
ships. He allowed the wealthy merchants to disregard the laws 
of trade. He granted the public lands to the ministry, the church, 
and a few rich families, but repressed the freemen of small means. 

The Earl of Bellemont, who was sent to New York in 1698, 
enforced the laws of trade, put down smuggling, checked the un- 
scrupulous greed of the great merchants, hunted and hung the 
pirates, and forfeited such of the grants of public land as he con- 
sidered to have been illegally secured. 

7 (a) Draw a line under the three of the following words which 
you think best describe the action of Governor Fletcher. 

faithful false honest unscrupulous fearless 

dishonest resolute gentle revengeful spiteful 



5 (b) Draw a line under the three of the following words which 
you think best describe the action of the Earl of Bellemont. 



12 (b) Draw a line under the three of the following words which 
you think bes.t describe the action of the Indian warriors. 

treacherous brave crafty excited cool 

terrified courageous resolute bold irresolute 









p 8. General Grant had been very positive in demanding that 
all officers of the Confederate army should enjoy their liberty. 
Among those who had been imprisoned by order of the Secretary 
of War, Edwin M. Stanton, was General Clement C. Clay, an ex- 
United States Senator from Alabama. He was taken ill in prison 
with asthma, and his wife came to Washington to solicit his re- 
lease. She went to President Johnson, and he gave her the neces- 
sary order, which she took back to Secretary Stanton. Stanton 
read the order, and, looking her in the face, tore it up without a 
word and pitched it into his waste-basket. The lady arose and 
retired without speaking; nor did Stanton speak to her. 

Draw a line under the three of the following words which you 
think best describe this action of Secretary Stanton. 



timid selfish honest unscrupulous fearless | cautious tactful callous generous courteous 

cowardly spiteful resolute revengeful dishonest [thoughtful sympathetic rude insolent considerate 



lay. 

e it vas Spottsyl- 
tshhjton, in com- 
nigi at a tavern 
id b d supper, the 
learig my name, 
remlrked that he 

sonry they were 
twd for Jackson, 
asled him. 'Be- 
ad cheated Jack- 
en any evidence, 
ied, 'none, and I 
him directly and 

come here, and 
calumny, and not 
-'No,' replied the 

words which you 



irrow-minded 



deceitful 



15. When Jefferson Davis was Secretary of War under Presi- 
dent Pierce he seemed to want to direct everything from a review 
down to the purchase of shoe-blackening. He also changed the 
patterns of uniforms, arms, and equipments several times, and it 
was after one of these changes that he received a communication 
from Lieutenant Derby, well known in literary circles as John 
Phoenix, suggesting that each private have a stout iron hook pro- 
jecting from a round plate, to be strongly sewed on the rear of 
his trousers. Illustrations showed the uses to which this hook 
could be put. In one, a soldier was shown on the march, carrying 
his effects suspended from this hook; in another, a row of men 
were hung by their hooks on a fence, fast asleep; in a third, a 
company was shown advancing in line of battle, each man having 
a rope attached to his hook, the other end of which was held by 
an officer in the rear, who could restrain him if he advanced too 
rapidly, or haul him back if he was wounded. When Secretary 
Davis received this he was in a towering rage, and he announced 
that day at a Cabinet meeting that he intended to have Lieutenant 
Derby tried before a courtmartial "organized to convict" and 
summarily dismissed. 
1 6 (a) Draw a line under the three of the following words which 

you think best describe this action of Lieutenant Derby. 



tactful petty 



nobl< 



daring impudent 



generous honorable cowardly amusing courteous 



18 (b) Draw a line under the three of the following words which 
you think best describe Jefferson Davis as he appears in this 
incident. 



prudent tactful 



impulsive just 



deliberate 



mo 



dest resentful cool 



generous touchy 



" 



i i u ii)i uraw a nn<» nr.^ 



n Quincy Adam's private secretary was his 
One evening Mr. Russell Jarvis, who then 
i Telegraph, a newspaper which advocated 
ttended a reception at the White House, 
\ a party of visiting relatives from Boston, 
those who were with him to Mrs. Adams, 
•urteously and they then passed on into the 
ifterwards they found themselves standing 
Adams, who was conversing with the Rev- 
44 Who is that lady?" asked Mr. Stetson, 
ohn Adams, in a tone so loud that the party 
of one Russell Jarvis, and if he knew how 
wed in this house, they would not be here." 
d their respects to Mrs. Adams and left. A 
VIr. Jarvis sent a note to Mr. John Adams, 
ition, but Mr. Adams replied that he had no 
Ir. Jarvis. 

the three of the following words which you 
e action of John Adams. 



heroic 



tactl 



ess 



courteous 



us considerate tactful courageous 



volutionary War, when a body of American 

party of invaders, and were pursuing them 
nmanding officer suddenly called them from 
in surprised and irritated at the order, seeing 
ing off the retreat of the enemy, reproach- 
efore they could gain their boats, two thirds 
isoners. "True," calmly replied the officer, 

the order for retreat; "We might possibly 
zen men, have deprived the enemy of some 
ould have been the dozen? — sons, husbands, 
citizens. And what would have been the 
ting for hire." 

the three of the following words which you 
le action of the commanding officer in thus 



considerate judicious weak 
dilatory prudent timid 



r John Quincy Adams left the White House, 
night be elected to the House of Represen- 
ct. The man who told him suggested that 
d elevate the representative character in- 
t individual. Mr. Adams replied that he had 
scruples whatever. No person can be de- 
i people as their Representative in Congress, 
ivould an ex-President of the United States 
ing as a selectman of his town if elected 



13. Mr. McLean, who had been Post-masfer Cj 
President Adams, had been an ardent support* 
Jackson for President. Jackson, when he becime 
that in adopting the policy of rewarding his f rioids 
his enemies, Mr. McLean was entitled to a positi 
master General, Mr. McLean, however, had ilw£ 
make appointments and removals upon the ground] 
nections, and had strongly condemned such a pract f 
Jackson sent for Mr. McLean, to whom he stated 
adopt the policy of removing from office such pd 
during the canvass for President, taken an active p|| 
and asked Mr. McLean whether he had any object* 
of action. 

To this Mr. McLean replied that he had not; ■ 
if this rule should be adopted it will operate as wej 
friends as those of Mr. Adams, as it must I 
executed." 

After walking up and down the rooms several tr] 
Jackson said, "Mr, McLean, will you accept a 
bench of the Supreme Court?" McLean was la I 
for the Supreme Court. 
16 (a) Draw a line under the three of the followir] 
you think best describe Mr. McLean as he arj 
incident. 

cowardly servile obstinate firm 

compliant honorable submissive conscientioj 

1| 

m f 
18 (b) Draw a line under the three of the followir« 

you think best describe President Jackson as he ; 

incident. hi 

shrewd unjust suspicious credulous 

rvile sagacious false deceitful ,j 



c< 



6 9. The fort at Casco was held by Major March with thirty-six 
men. When three well-known Indian chiefs from Norridgewock 
appeared with a white flag, and asked for an interview, he had 
no thought of danger. As they seemed to be alone and unarmed, 
he went to meet them followed by two or three soldiers and ac- 
companied by two old men. They had hardly reached the spot 
when the three chiefs drew hatchets from under a kind of mantle 
which they wore and sprang upon them, while other Indians, hid- 
den in ambush near by, leaped up and joined in the attack. The 
two old men were killed at once; but March, who was noted for 
his strength and agility, wrenched a hatchet from one of his 
assailants, and kept them all at bay till other soldiers came up and 
drove the Indians off. 

Draw a line under the three of the following words which you 
think best describe the action of these Indians. 



treacherous 



defiant noble 



deceitful 



brave untrustworthy honest daring timid 



10 10. In war the Indians came upon their enemies as quietly as 
possible and when least expected. Even then they were careful 
to fight from behind trees and rocks if the enemy could possibly 
shoot at them. When going into battle they gave out most pierc- 
ing yells and shrieks, usually spoken of as war-whoops. If they 
were successful, they cut off the scalps of the dead and wounded. 
They sometimes took the captives taken in battle into their 
families to fill the places of relatives who had died. More often, 
however, the prisoners, whether white men or Indians, were put 
to death. 

Draw a line under the three of the following words which you 
think best describe the action of the Indians at war. 



15 12. General Smyth was remarkable for long, prosy, intermina- 
ble speeches in the House of Representatives. On one occasion, 
in the committee of the whole, after having wearied the patience 
of the members more than usual, he said to Mr. Clay, who sat) 
near him, in a low voice, while he was pausing for a new start, 
"You ^speak for the present^ generation ; I speak for posterity." — 
"Yes," replied Mr. Clay, "and you seem resolved to continue 
speaking till your audience arrives." 

Draw a line under the three of the following words which you 
think best describes this action of Henry Clay. 



kind 



bitter 
ignoble 



sarcastic 
abusive 



generous 
sympathetic 



cautious 
ready-witted 



humane 



careless 



disloyal 
kind 



merciful 
crafty 



cruel 



noble stealthy 



14 II. During the years from 1703 to 1712 the frontier settle- 
ments of the colonies were attacked, one after another, by mixed 
bands of Indians and Frenchmen. The men were killed from 
ambush as well as in open attack on the villages. The cabins 
were burned. The women and children were captured and car- 
ried off, or butchered in their cabins. Yet these outlying settle- 
ments were not abandoned in spite of such ghastly and ever- 
present dangers. 

Draw a line under the three of the following words which you 
think best describe the action of these frontier people. 



intrepid dismayed 
cowardly treacherous 



gentle 
timid 



shrinking 
dauntless 



resolute 

deceitful 



1 3. For a long time the Northwestern Indians had been ravag- 
ing the frontier settlements but the United States government 
had made no preparation for a determined attempt to put an end 
to these outrages. At last an army was sent out under St. Clair 
and Butler to put a stop to the Indian attacks. Most of the re- 
cruits were from the streets and prisons of the seaboard cities, 
who had enlisted for a salary of two dollars a month. These men 
were hurried into a campaign against peculiarly formidable foes 
before they had acquired the rudiments of a soldier's training, 
and they never even understood what woodcraft meant. The 
officers themselves were utterly without training, and had no time 
in which to train their men. 

On their way to the Northwest the little army had become 
reduced to about 1400 as the result of desertions. They were 
nearing the place where a conflict might be expected yet St. 
Clair sent one of his two regular regiments in pursuit of a band 
of deserters. The troops were camped on a narrow rise of ground. 
All around the wintry woods lay in frozen silence. In front, the 
militia were thrown across a creek, about a quarter of a mile 
beyond the rest of the troops. Parties of Indians were seen in the 
afternoon, and at night they skulked around the lines so that the 
sentinels frequently fired at them. St. Clair had been warned 
when he set out to beware of a surprise attack. Neither St. Clair 
nor Butler took any adequate measures to ward off a sudden 
blow boon after sunrise, just as the men were dismissed from 
parade, a sudden assault was made upon the militia, who lay un- 
protected beyond the creek. The unexpectedness and fury of the 
onset, the heavy firing, and the appalling whoops and yells of the 
throngs of panted savages threw the militia into disorder. After 

th ™TL reSiSt r e tW j? r0ke , and fled in w1d P anic l ° 
Clair 3 R , , \ regU '? rS - jading dismay and confusion. St. 
Clair and Butler bravely rallied their men but the struggle ended 
in a complete rout of the little American army. 
13 $ , D , raw » H " under the three of the following words which 
you think best describe, he action of the men who were responsible 
for sending such an army against llle Northwestern IndTans 



negligent 


courageous 


zealous 


rash 


intrepid 


ardent 


shortsighted 


capable 


firm 


undaunted 



19 (b) Draw a line u,Jer the three of the following words which 
you think best describe St. Clair and Butler as shown by their 
action previous to the Indian attack. 



wary 
negligent 



selfish 
prudent 



cautious 
zealous 



cowardly 
incompetent 



incautious 
defiant 



i 7 14. From an incident related by Henry jfoy. 

"I was travelling, in 1828. through I W"g*£»« Sp0ttsy1 ' 
vania County, in Virginia, on my return to »gton, m com- 
pany with some young friends. We halted at mgh . at a t 
kept by an aged gentleman. After a ^ hurried and b,d supper, the 
old gentleman sat down by me, and without heamg my name, 
but understanding that I was from Kentucky, remarked that he 
had four sons in that state, and that he was sory they were 
divided in politics, two being for Adams, and two for Jackson. 
He wished they were all for Jackson. Why? 1 asked him Be- 
cause,' he said, 'that fellow Clay, and Adams, had cheated Jack- 
son out of the Presidency.— 'Have you ever seen 1 any evidence, 
my old friend.' said I, 'of that?'— 'No,' he replied, none, and I 
wish to see none.'— 'But,' I observed, looking at him directly and 
steadily in the face, 'suppose Mr. Clay were to come here, and 
assure you, upon his honor, that it was all a vile calumny, and not 
a word of truth in it, would you believe him?' — No,' replied the 
old gentleman, promptly and emphatically. 

Draw a line under the three of the following words which you 
think best describe this old gentleman. 

tolerant bigoted fair generous narrow-minded 

open-minded daring prejudiced liberal deceitful 



15. When Jefferson Davis was Secretary of War under Presi- 
dent Pierce he seemed to want to direct everything from a review 
down to the purchase of shoe-blackening. He also changed the 
patterns of uniforms, arms, and equipments several times, and it 
was after one of these changes that he received a communication 
from Lieutenant Derby, well known in literary circles as John 
Phoenix, suggesting that each private have a stout iron hook pro- 
jecting from a round plate, to be strongly sewed on the rear of 
his trousers. Illustrations showed the uses to which this hook 
could be put. In one, a soldier was shown on the march, carrying 
his effects suspended from this hook; in another, a row of men 
were hung by their hooks on a fence, fast asleep; in a third, a 
company was shown advancing in line of battle, each man having 
a rope attached to his hook, the other end of which was held by 
an officer in the rear, who could restrain him if he advanced too 
rapidly, or haul him back if he was wounded. When Secretary 
Davis received this he was in a towering rage, and he announced 
that day at a Cabinet meeting that he intended to have Lieutenant 
Derby tried before a courtmartial "organized to convict" and 
summarily dismissed. 

16 (a) Draw a line under the three of the following words which 
you think best describe this action of Lieutenant Derby. 



tactful 



petty 



able 



daring impudent 



generous honorable cowardly amusing courteous 



18 (b) Draw a line under the three of the following words which 
you think best describe Jefferson Davis as he appears in this 
incident. 



arudent 


tactful 


impulsive 


just 


deliberate 


modest 


resentful 


cool 


generous 


touchy 



VAN WAGENEN AMERICAN HISTORY SCALES 

CHARACTER JUDGMENT SCALE B 

Name .Sex Grade School 

When was your last birthday? How old were you? Date 



I 1 . It was in the autumn of 1 776 that a band of Indians 
attacked Fort Henry on the Ohio River. There were some fifty 
women and children crowded within the stockade with less than 
twenty men and boys to defend it. Several times during the day, 
again at midnight, and early the next morning the fort was 
attacked. Then the stockade became short of powder. The Cap- 
tain had a keg of powder in his cabin but the cabin was sixty 
yards away. To cross the space meant death to any man who 
attempted it. Without the powder the defenders would be at the 
mercy of the Indians. Every man and boy was ready to go. 
"Let me go," cried a young girl, Elizabeth Zane. "If I am killed 
I shall not be missed as a man would be." The gate of the 
stockade opened and the girl walked out and over to the cabin. 
The Indians did not fire a shot, but when they saw her running 
back to the fort with the keg of powder their fury was let loose. 
Draw a line under the three of the following words which you 
think best describe the action of Elizabeth Zane. 

careless cruel timid courageous cautious 

foolish heroic noble selfish spiteful 



5 3. In a speech in the House of Representatives in 1826, Mr. 
Randolph charged Henry Clay with being a blackleg. He also 
charged Mr. Clay with having forged a certain dispatch which 
purported to have been written and addressed to him by a foreign 
minister. Upon Mr. Randolph's refusal to retract these charges 
Mr. Clay challenged him to a duel. 

The duel took place April 8, 1826. There was an exchange 
of shots; Mr. Clay's ball cutting Mr. Randolph's coat near the 
hip. Another trial was required by Mr. Clay. Mr. Randolph 
received the fire of his antagonist, raised his pistol and fired in the 
air, saying, "I do not fire at you, Mr. Clay," and immediately 
advanced and offered his hand. 

Previous to the duel Mr. Randolph had told a friend, Colonel 
Benton, that he did not intend to fire at Mr. Clay as he felt he had 
done him an injury and that Mr. Clay could not do otherwise than 
challenge him to the duel. 

Draw a line under the three of the following words which you 
think best describe Mr. Randolph as he appears in this, incident. 

defiant honorable brave false cowardly 

servile irresolute unfair gallant stupid 



2. In July, |806, Pike and Robinson started out with twenty- 
one men to ejplore the country toward the head of the Rio 
Grande and to find out everything possible about the Spanish 
provinces. I n January they left part of their band in a fort near 
where Canyon City now stands, and with a dozen soldiers struck 
through the mountains toward the Rio Grande. Their sufferings 
were terrible. They were almost starved and so cold was the 
weather that at one time no less than nine of the men froze their 
feet. Yet only once in all their trials did a single member of the 
party so much as grumble. At this time, starvation stared them 
in the face. There had been a heavy snowstorm; no game was 
to be seen ; and they had been two days without food. The men 
with frozen feet, exhausted with hunger, could no longer travel. 
Two of the soldiers went out to hunt but got nothing. 

At the same time Pike and Robinson started, determined not 
to return at all unless they could bring back meat. All day they 
tramped wearily through the heavy snow. Towards evening they 
came on a buffalo and wounded it; but faint and weary from 
hunger they shot badly, and the buffalo escaped. That night they 
sat up among some rocks, all night long, unable to sleep because 
of the intense cold, shivering in their thin rags; they had not 
eaten for three days. The next; day trudging painfully on, they 
at last succeeded, after another heart-breaking failure, in killing 
a buffalo. At midnight they staggered into camp with the meat, 
and all the party broke their four days' fast. 
7 (a) Draw a line under the three of the following words which 
you think best describe these soldiers from the way they acted 
as pictured in the first paragraph. 

careless enduring disloyal steadfast faint-hearted 

wavering seditious persevering treacherous ignoble 

3 (b) Draw a line under the three of the following words which 
you think best describe the act of Pike and Robinson as pictured 
in the second paragraph. 

cowardly deceitful reckless self-sacrificing timid 

faint-hearted callous faithful unfeeling courageous 



8 4. The frontiersmen were very poor. They worked hard and 
lived roughly. They and their families had little beyond coarse 
food, coarse clothing, and a rude shelter. In the severe winters 
they suffered from both cold and hunger. In the summers there 
was sickness everywhere, fevers of various kinds scourging all 
the new settlements. The difficulty of communication was so 
great that it took three months for the emigrants to travel from 
Connecticut to the Western Reserve near Cleveland, and a journey 
from a clearing, over the forest road, to a little town not fifty 
miles off was^n affair of moment to be undertaken but once a 
year. Yet to the frontiersmen themselves the life was far from 
unattractive. 

Draw a line under the three of the following words which you 
think best describe these frontier settlers. 

shiftless careless enduring foolhardy cowardly 

timid dauntless lazy stout-hearted negligent 



5. William Berkeley, who had hp* n , j l 

\r ■ ,.- ■ , u „ oeen appointed governor of 

Virginia .increased his income by selling gunp 0W der to the Indians . 
Although the Indians often attacked the sutlers and carried off 
cattle and sheep, the governor would not attack tnem . 

At last INathaniel Bacon, determ nnl , i_ it «i . 

n n ,•■ • ,, " c "="nineo: to lessen the sett ers 

troubles, called his neighbors and formed „ u j * i ■>. 

a. r j- c r. .i '""nea a band to go out against 

he Indians. Soon after the company started the 8 y 

II t, V .T^T fr ° m the S ov <:«>o r denouncing as rebels 
all who should not at once return to the,* l all l i 

57 out of 400 stuck by Bacon, they w 0n a . , , US ° n ' y 

the Indians. ■ me y ™n a complete victory over 

Upon their return to Jamestown Governor Berkeley promised 
Bacon that he would return him to hi* 1™*. l ■ 1l -i 

•r i iji- • •„ A , nls wmer seat in the council 

if he would live civilly. Bacon doubted the governor's sincerity 
and fled. A short time afterward he returned to Jamestown, 
accompanied by 500 armed men While a ]l was in confusion in 
the settlement, Governor Berkeley suddenly appeared before 
Bacon, and cned. Here, shoot me! 'fore God, fair mark! Shoot! " 

Bacon replied: No, may it please your honor, we will not 
hurt a hair of your head. We have come for a commission 
to save our lives from the Indians and we shall have it before 
we go. 

The next day Bacon received his commission, giving him the 
right to go against the Indians whenever he pleased. But when 
Bacon next attacked the Indians, the governor again denounced 
him as a traitor. When he heard that Bacon was returning to 
Jamestown, he, himself, fled. 

4 (b) Draw a line under the three of the following words which 
you think best describe Nathaniel Bacon as he appears in this 
incident. 

treacherous fearless resentful cowardly deceitful 

independent selfish resolute submissive crafty 



4 (b) Draw a line under the three of the following words which 
you think best describe Governor Berkeley as he appears in this 
incident. 

prudent faithless dependable just false 

upright conscientious loyal untrustworthy independent 



2 6. Two American soldiers, Jasper and Newton, returning from 
scouting duty,, were told that a man who had left the King's 
cause had been captured by the British. Eight guards were now 
Uking him to Savannah, where he was to be hanged the next day. 
Ihey hastened toward a spring a few miles from Savannah, where 
the guards would be likely to stop to get a drink. When the 
British came to the spring, they stopped to get a drink. Two of 
the guards were left to watch the prisoner. The rest stacked 
their guns against a tree. Leaping from their hiding place, Jasper 
and Newton each snatched a gun, shot the two guards, and seized 
the rest of the muskets. The six unarmed guards surrendered and 
were marched along back to the American camp with the rescued 
prisoner. 

Draw a line under the three of the following words which you 
think best describe this action of Jasper and Newton. 

selfish treacherous daring cruel spiteful 

timid fearful brave bold cowardly 



IS 7. At one time when there had been a general tightness in 
money matters, many farms in the region northeast of Cincinnati 
which had been but partly paid for, had to be forfeited to the 
Government. In the discharge of his duties as Receiver of the 
District Land Office, General Findlay had to offer these places 
for sale. Soon after his appointment to the position he learned 
that many speculators were on hand to purchase these farms. 
Mounting a stump, he opened the sale. He designated the lands 
forfeited, and said that he was there to offer them to the highest 
bidder. He said that the original purchasers were honest men, 
but that in consequence of the hard times they had failed to 
meet their engagements. It was hard, thus to be forced from 
their homes, already partly paid for. But the law was impera- 
tive, and the lands must be offered. "And now," continued he, 
"I trust that there is no gentleman — no, I will not say that, I hope 
there is no rascal — here so mean as to buy his neighbor's home 
over his head. Gentlemen, I offer this lot for sale. Who bids?" 
There was no forfeited land sold that day. 

Draw a line under the three of the following words which you 
think best describe this action of General Findlay. 

weak timid incapable sympathetic incompetent 

cowardly negligent tactful chivalrous dishonest 



—general under 

. ar of General 

'^President, felt 

e .and punishing 

lsi on. As Post- 

m iys refused to 

1 of party con- 

1 c ice. President 

re] that he should 

. jrsons as had, 
tw i- • 

lart in politics, 

}on to this line 

. but," said he, 

, .11 against your 

* >e impartially 
o 

«*,mes, President 
seat upon the 



wo 



iter nominated 

ig words which 
>pears in this 



irn 



stubborn 
us irresolute 

ig words which 
appears in this 

ciever 
treacherous 



ig 1 4. Isaac Newton of Pennsylvania had been placed at the head 
of the Agricultural Bureau of the Patent Office by President 
Lincoln, and in due time he became the head of the newly created 
Department of Agriculture. One year when the expenditures of 
his department had been very great, and the Chairman of the 
Committee on Agriculture called on him to ascertain how he had 
used up so much money, Sir Isaac spluttered and talked learnedly, 
and at last concluded by saying : "Yes, sir, they have exceeded my 
most sanguine expectations." The Chairman was not satisfied, 
however. Looking over Sir Isaac's estimate for the year, it was 
found that he had asked for five thousand dollars to purchase two 
hydraulic rams. The Chairman could not understand what was 
going to be done with these machines for lifting water. "Them, 
gentlemen," said Sir Isaac, "are said to be the best sheep in 
Europe. I have seen a gentleman who knows all about them, 
and we should by all means secure the breed." 

Draw a line under the three of the following words which you 
think best describe Isaac Newton. 



just 
wary 



simple 
frank 



fair 
honest 



careful 
credulous 



incompetent 
watchful 



i-i-io^of-*^ r-»ir *-h» »\«xx»-i 



iper published in New York City, the New 
: organ of the governor and the aristocratic 
years later, in 1 734, the Weekly Journal, 
>eared and was from the start the organ of 
^t the time the governorship of the colony 
nsion off any court favorite otherwise un- 
reference to the result of his appointment 
snger began publishing a continuous suc- 
:he Crown officials, the governing class, and 
nor, Crosby, himself. 

and thrown into jail on the charge of libel, 
the time belonged to the popular party, he 
fice and replaced by one of the stoutest 
vn. Even Zenger's lawyers were disbarred 
:t he had to be defended by one imported 
The defense was that the statements as- 
were true. The attorney-general for the 
d that if they were true, the libel was only 
The judges instructed the jury that this 
jury acquitted Zenger. The acquittal was 
; joy by the mass of the population, and 
>etus to the growth of the spirit of inde- 

ark in front of the three of the following 
ik were the ones which most likely prompt- 
ck the governing class. 

ited to achieve notoriety. 

nted to expose what seemed to him a pub- 



nted to take revenge upon the governing 
wrong that he thought had been done to 

>ught that the attacks would increase the 

: of his newspaper. 

inted to bring about a better condition in 

nted to stir up trouble just for the excite- 

nted to be made a martyr of by the gov- 



that it was his duty to make the attacks, 
ought that many of the governing class 
es welcome such an exposure, 
night that the governing class would give 
stop his attacks. 

lark in front of the three of the following 

link were the ones which most likely 

g class to thus prosecute Zenger. 

vanted to win popular" approval. 

nought that such attacks were dangerous 

welfare. 

tared that their party might be overthrown 

night lose their positions. 

nought that Zenger was really a criminal 

punished. 

>een afraid to have their actions honestly 



9. Fletcher, who was the Royal Governor of N| 
1692 to 1698, was very strict in religious observai 
of luxury, and had extravagant habits. Always| 
money, he was in the habit of receiving gifts froi 
pirate ships. He allowed the wealthy merchants t( 
laws of trade. He granted the public lands to th< 
church, and a few rich families but repressed trj 
small means. 

The Earl of Bellemont, who was sent to New 
enforced the laws of trade, put down smuggling] 
unscrupulous greed of the great merchants, hunted| 
pirates, and forfeited such of the grants of public h 
sidered to have been illegally secured. 

ii 9a. Put a check mark in front of the three ofl 
motives which you think were the ones which most li| 
Governor Fletcher to act as he did. 
He may have wanted to vex the English goven 

as he could. 
He may have thought that it was not worth 

rule the colony in any other way. 
He may have thought that the way he foll^ 

best way to manage the colony. 
He may have cared very little about the 

colony. 
He may have needed the money to keep 

position. 
He may have thought that this way of manaj 

would be the most pleasing to the Englisl 
He may have thought that the way he folll 

one that would make him the most popular f 
He may have felt that he was really doing his 

He may have wanted to make just as mucl 

could. 
He may have wanted to make the English 

as bad as he could to the colonists. 

S2 9b. Put a check mark in front of the three oi 
motives which you think were the ones which most 1] 
fche Earl of Bellemont to act as he did. 
He may have wanted to take revenge upoj 

people of the colony. 
He may have wanted to win the approval 

Crown. 
He may have wanted to stir up some exci 

colony. 
He may have done it to win fame. 

He may have wanted to improve the condit 

pressed and to see that all received justice] 

He may have done it to win a place in fu| 

histories. 

He may have done it because he had to do| 

position. 

He may have felt that it was his duty to act 

He may have wanted to arouse as much disc(j 

administration as he could. 



8. The first newspaper published in New York City, the New 
York Gazette, was the organ of the governor and the aristocratic 
or court party. Nine years later, in 1734, the Weekly Journal, 
edited by Zenger, appeared and was from the start the organ of 
the popular party. At the time the governorship of the colony 
was being used to pension off any court favorite otherwise un- 
provided for, without reference to the result of his appointment 
upon the colony. Zenger began publishing a continuous succes- 
sion of attacks on the Crown officials, the governing class, and 
finally upon the governor, Crosby, himself. 

Zenger was arrested and thrown into jail on the charge of libel. 
As the chief-justice at the time belonged to the popular party, he 
was turned out of office and replaced by one of the stoutest up- 
holders of the Crown. Even Zenger's lawyers were disbarred 
from the court so that he had to be defended by one imported 
from Philadelphia. The defense was that the statements asserted 
to be libelous were true. The attorney-general for the Crown 
took the ground that if they were true, the libel was only so much 
the greater. The judges instructed the jury that this was the law, 
but the jury acquitted Zenger. The acquittal was hailed with 
clamorous joy by the mass of the population, and gave an im- 
mense impetus to the growth oi the spirit of independence. 
10 (a) Draw a line under the three of the following words which 
you think best describe the action of Zenger in thus attacking the 
Court Party. 

spiteful petty independent ignoble daring 

reckless wavering foolhardy patriotic timid 

i$ (b) Draw a line undei following word* which 

you think best describe the action of the governing class in thus 
prosecuting Zenger. 

^ave ic unjust courageous prudent 

contemptible just judicious despicable careless 

12 (c) Draw a line undei the three oi the following word« which 
you think best describe the action of the jury in ai quitting Zenger. 
unfair just timid traitorous free 

despicable submissive cautious independent ignoble 



V ''■ Pre«idenl Lincoln wa« quite il ! pne winter, and wai not in- 
clined to listen to all the bores who called at the White House. 
One day, just as one of these pests had seated himself for a long 
interview, the Presided ,, happened to enter the room, 

and Mr. Lincoln said, holding out Ins hands: "Doctor, what are 
those blotches?"— "That's varioloid, or mild small-pox," said the 
doctor. "They're all over me. It is contagious, 1 believe?" said 
Mr. Lincoln. "Very contagious, indeed," replied the physician. 
"Well, 1 can't stop. Mr. Lincoln; 1 just called to see how you 
were." said the visitor. "Oh I don't be in a hurry, sir." placidly 
remarked the Executive. "Thank you, sir; I'll call again," re- 
plied the visitor, executing a masterly retreat from a fearful con- 
tagion. "Do, sir." said the President. "Some people said they 
could not take very well to my proclamation, but now, I am 
happy to say, 1 have something that everybody can take." By 
this time the visitor was making a desperate break for Penn- 
sylvania Avenue, which he reached on the double-quick and quite 
out of breath. 

Draw a line under the thiee ol the following words which you 
think best describe the action ol President Lincoln. 



rude 
shrewd 



spiteful 
abusive 



blunt 
unfair 



clever 
humorous 



tactless 
discourteous 



// 10. President John Quincy Adam's private secretary was his 
own son, John Adams. One evening Mr. Russell Jarvis, who then 
edited the Washington Telegraph, a newspaper which advocated 
Jackson's election, attended a reception at the White House, 
escorting his wife and a party of visiting relatives from Boston. 
Mr. Jarvis introduced those who were with him to Mrs. Adams, 
who received them courteously and they then passed on into the 
East Room. Soon afterwards they found themselves standing 
opposite to Mr. John Adams, who was conversing with the Rev- 
erend Mr. Stetson. "Who is that lady?" asked Mr. Stetson. 
"That." replied Mr. John Adams, in a tone so loud that the party 
heard it, "is the wife of one Russell Jarvis, and if he knew how 
contemptibly he is viewed in this house, they would not be here." 
The parly at once paid their respects to Mrs. Adams and left. A 
few days afterwards Mr. Jarvis sent a note to Mr. John Adams, 
demanding an explanation, but Mr. Adams replied that he had no 
apology to make to Mr. Jarvis. 

Draw a line under the three of the following words which you 
think best describe the action of John Adams. 



noble 



!l<!c 



tactless courteous 



gallant discourteous considerate tactful courageous 



iy II. During the Revolutionary War, when a body of American 
militia had repulsed a party of invaders, and were pursuing them 
to their ships, the commanding officer suddenly called them from 
the pursuit. A citizen surprised and irritated at the order, seeing 
the possibility of cutting off the retreat of the enemy, reproach- 
fully observed, that before they could gain their boats, two thirds 
might be dead or prisoners. "True," calmly replied the officer, 
having first enforced the order for retreat; "We might possibly 
with the loss of a dozen men, have deprived the enemy of some 
hundreds, but what would have been the dozen? — sons, husbands, 
fathers, and useful citizens. And what would have been the 
hundreds? — men fighting for hire." 

Draw a line under the three of the following words which you 
think best describe the action of the commanding officer in thus 
recalling his men. 

cowardly bold considerate judicious weak 

daring dilatory prudent timid 



14 12. lhe year after John Quincy Adams lelt the While House, 
he was told that he might be elected to the House of Represen- 
tatives from his district. The man who told him suggested that 
an ex-President would elevate the representative character in- 
stead of degrading the individual. Mr. Adams replied that he had 
"in that respect no scruples whatever. No person can be de- 
graded by serving the people as their Representative in Congress, 
nor. in my opinion, would an ex-President of the United States 
be degraded by serving as a selectman of his town if elected 
thereto by the people." 

Draw a line under the three of the following words which you 
think best describe John Quincy Adams as he appears in this 
incident. 

self-seeking patriotic servile defiant independent 

igcoble insolent stubborn democratic obstinate 







13 Mr. McLean, who had been Post-masler General under 
President Adams, had been an ardent supporter ot General 
Jackson for President. Jackson, when he became fresident. felt 
that in adopting the policy of rewarding his friends and punishing 
his enemies, Mr. McLean was entitled to a position. As Post- 
master General, Mr. McLean, however, had always refused to 
make appointments and removals upon the grcund of party con- 
nections, and had strongly condemned such a practice. President 
Jackson sent for Mr. McLean, to whom he stated that he should 
adopt the policy of removing from office such persons as had, 
during the canvass for President, taken an active part in politics, 
and asked Mr. McLean whether he had any objection to this line 
of action. 

To this Mr. McLean replied that he had not; "but," said he, 
"if this rule should be adopted it will operate as well against your 
friends as those of Mr. Adams, as it must be impartially 
executed." 

After walking up and down the rooms several times. President 
Jackson said, "Mr. McLean, will you accept a seat upon the 
bench of the Supreme Court?" McLean was later nominated 
for the Supreme Court. 

16 (a) Draw a line under the three of the following words which 
you think best describe Mr. McLean as he appears in this 
incident. 

cowardly servile obstinate firm stubborn 

compliant honorable submissive conscientious irresolute 

18 (b) Draw a line under the three of the following words which 
you think best describe President Jackson as he appears in this 
incident. 

shrewd unjust suspicious credulous clever 

servile sagacious false deceitful treacherous 



ig 14. Isaac Newton of Pennsylvania had been placed at the head 
of the Agricultural Bureau of the Patent Office by President 
Lincoln, and in due time he became the head of the newly created 
Department of Agriculture. One year when the expenditures of 
his department had been very great, and the Chairman of the 
Committee on Agriculture called on him to ascertain how he had 
used up so much money, Sir Isaac spluttered and talked learnedly, 
and at last concluded by saying :"Yes, sir, they have exceeded my 
most sanguine expectations." The Chairman was not satisfied, 
however. Looking over Sir Isaac's estimate for the year, it was 
found that he had asked for five thousand dollars to purchase two 
hydraulic rams. The Chairman could not understand what was 
going to be done with these machines for lifting water. "Them, 
gentlemen," said Sir Isaac, "are said to be the best sheep in 
Europe. I have seen a gentleman who knows all about them, 
and we should by all means secure the breed." 

Draw a line under the three of the following words which you 
think best describe Isaac Newton. 

just simple fair careful incompetent 

wary frank honest credulous watchful 



VAN WAGENEN AMERICAN HISTORY SCALES 
CHARACTER JUDGMENT SCALE L 

Name..- - .._ Sex Grade. School 

When was your last birthday? How old were you? ~°ate 



2 I. It was in the autumn of 1776 that a band of Indians attack- 
ed Fort Henry on the Ohio River. There were some fifty women 
and children crowded within the stockade with less than twenty 
men and boys to defend it. Several times during the day, again 
at midnight, and early the next morning the fort was attacked. 
Tlien the stockade became short of powder. The Captain had 
a keg of powder in his cabin but the cabin was sixty yards away. 
To cross the space meant death to any man who attempted it. 
Without the powder the defenders would be at the mercy of the 
Indians. Every man and boy was ready to go. "Let me go," 
cried a young girl, Elizabeth Zane. "If I am killed I shall not be 
missed as a man would be." The gate of the stockade opened 
and the girl walked out and over to the cabin. The Indians did 
not fire a shot, but when they saw her running back to the fort 
with the keg of powder their fury was let loose. 

Put a check mark in front of the three of the following mo- 
tives which you think were the ones which most likely prompted 
Elizabeth Zane to go after the powder. 

She may have thought that she would get a lot of presents 

if she brought the powder. 
She may have wanted to do it just for the sake of the ad- 
venture. 

She may have felt that they would probably all be killed 

and she would rather die fighting as the men did. 
She may have wanted to do something to become the he- 
roine of the fort. 

She may have wanted to be killed because she thought that 

people had not been good to her. 

She may have felt that it was her plain duty. 

She may have wanted to outdo some other girl who had done 

a brave deed. 

She may have felt that it was worth risking her life to save 

those in the fort. 

She may have wanted to see if the Indians would really 

shoot at a girl. 
She may have done it because some one "dared" her to do it. 



3. In 1 724 the Massachusetts Colony determined to put a stop 
to the Indian ravages. One of their armies of about eighty men 
under Moulton cautiously advanced through a forest to the open 
village of Norridgewock. Not an Indian was stirring, till at 
length a warrior came out from one of the huts, saw the English, 
gave a startled war-whoop, and ran back for his gun. Then all 
was dismay ana 1 confusion. Squaws and children ran screaming 
for the river while the warriors, fifty or sixty in number, came 
to meet the enemy. Moulton ordered his men to reserve their fire 
until the Indians had emptied their guns. The savages fired wildly 
and did little or no harm. The English, still keeping their ranks, 
returned a volley with deadly effect. The Indians gave no 
more fire, and then ran for the river. Some tried to wade to the 
farther side, others swam across, while many jumped into their 
canoes, but could not use them as they had left the paddles in 
their huts. Moulton and his men followed close, shooting the 
fugitives in the water or as they climbed the farther bank. 



7 3a. Put a check mark in front of the three of the following 
motives which you think were the ones which most likely prompt- 
ed the Indians to run for the river. 

They may have wanted to lure the white soldiers on to where 

they could fight them to better advantage. 

They may have wanted to show the English soldiers how fast 

they could get away. 
They may have wanted to help the women and children 
across. 
They may have thought that the white soldiers had the ad- 
vantage. 
They may have run toward the river to frighten the white 
soldiers away. 
They may have been too frightened to oppose the white sol- 
diers. 

They may have thought that the white soldiers only wanted 

to burn their village and that they had better get away 
and let them do it. 
They may have wanted to let the white soldiers kill the 

Indian women and children. 
.They may have thought that the white soldiers would be 
afraid to follow them up. 



I 2. A chief of the Minnesota tribe heard that his little son had 
been captured by the Foxes, another Indian tribe. Knowing that 
the child would be burned at the stake, the father hastened to the 
enemy's camp. Coming up with the Foxes, the chief said, "My 
little son, whom you are about to burn with fire, has seen but few 
winters; his tender feet have never trod the warpath. He has 

never injured you. But the hairs of my head are white with many They may have wanted to save their own lives at any cost. 

winters, and over the graves of my relatives I have hung many 
scalps taken from the heads of the Foxes. My death is worth 
something to you. Let me, therefore, take the place of my child, 
that he may return to his people." The little boy was set free 
and the father died in his stead. 

Put a check mark in front of the three of the following mo- , 
fives which you think were the ones which most likely prompted They may have wanted to win the admiration of their people 

the Indian father to give his life in place of that of his son. at nome - 

He may have wanted to win the approval of his tribe. They may " ave wanted to make the Indians fear and dread 
He may have done it because he thought so much of his boy. ! _ em " 

He may have wanted to win the admiration of his enemies. | JW ma ^ ot have wanted to , be called cowardly afterward.. 

He may have wanted to be looked upon as a hero. I T^ ma . T have done II for the e^oyment of seeing the In- 

He may have thought his enemies would let them both go. dians perish. ,,,,.,. , , 

He may have felt that it was his duty. ™ ey ma? have wanted , t0 , de , fea f the Indlans completely. 

He may have feared that his own tribe would disown him They may have wanted the Indians to talk of them as cruel 

unless he gave his life for that of his son. and mh } ess murde . r « s ' . . 

He may have feared that he could never be happy again if ^ m «f have done rt ' ust because they enJOyed the adven ' 



5 3b. Put a check mark in front of the three of the following 
motives which you think were the ones which most likely prompt- 
ed the English soldiers to follow up the Indians. 



his little son were killed. 

He may have wanted to prevent his enemies from rejoicing 
in making him suffer over the loss of his son. 

He may have wanted to appeal to the sympathy of his ene- 
mies. 



They may have wanted to capture the Indians for slaves. 
...They may have felt that this was too good an opportunity 

of punishing the Indians for past ravages to lose. 
They may have wanted to win the friendship of the Indians. 



8 4. The fort at Casco was he d Lli • ,. u a. .l- . 
™«„ wn. «l n i . y Major March with thirty-six 

men. When three well-known Indian l V r M J 1 

=.™o„,„J :.L L-. a moian chiefs from Norridgewock 

noTnli f / W A a V nd asked f°r a " interview, he had 
no thought of danger. As they seemed to be alone and unarmed, 
he went to meet them followed by two or three soldiers and ac- 
companied by two old men They had hardly reached the spot 
when the three chiefs drew hatchets f rom unde r a kind of mantle 
which they wore and sprang upon them, while other Indians, 
hidden in ambush near by, leaped up and joine d in the attack. 
The two old men were killed at once, but March, who was noted 
for his strength and agility wrenched a hatchet from one of his 
assailants, and kept them all at bay till other soldiers came up and 
drove the Indians off. 

Put a check mark in front of the three of the following mo- 
tives which you think were the ones which most likely prompted 
the Indians to do what they did. 

They may , have done it just for the adventure. 

lhey , may have kll,ed these white men just for the pleasure 

of killing. 

They may have wanted to take revenge on the white men for 

having injured some one of their kin. 

They may have done it to bring trouble upon their own kins- 
men. 
They may have been in a rage over some act which they 
thought the white people had done to injure them. 

They may have done it to please their gods. 

They may have done it to see if the white people were strong 

enough to strike back. 

They may have been at war with the white people and this 

action may have seemed perfectly right to them. 
They may have done it to make the white people treat them 
more fairly. 

They may have done it to see what the white people would do. 

6 5. During the Revolutionary War, when a body of American 
militia had repulsed a party of invaders, and were pursuing them 
to their ships, the commanding officer suddenly called them from 
the pursuit. A citizen surprised and irritated at the order, seeing the 
possibility of cutting off the retreat of the enemy, reproachfully 
observed that before they could gain their boats, two-thirds might 
be dead or prisoners. "True," calmly replied the officer, having 
first enforced the order for retreat: "We might possibly with the 
loss of a dozen men, have deprived the enemy of some hundreds, 
but what would have been the dozen? — sons, husbands, fathers, 
and useful citizens. And what would have been the hundreds? — 
men fighting for hire." 

Put a check mark in front of the three of the following mo- 
tives which you think were the ones which most likely prompted 
the commanding officer to recall his men. 

He may have been afraid of losing his own life. 

He may have wanted to show his authority before the vil- 
lage people. 

He may have wanted to show his contempt for public opinion. 

He may have felt responsible for the lives of his men and 

the happiness of their families. 
He may have been afraid that his ammunition would not hold 

out much longer. 
He may have thought that there was nou\rng -.v-orth while to 
be gained by shooting a few more of the enemy. 

He may not have cared to win a victory. 

He may have been afraid that the eremy might yet turn and 

defeat his band of soldiers. 
He may have feared that if this group of the enemy were 
killed a larger group might try to avenge their death. 
He may have thought that the lives of his men were too pre- 
cious to be unnecessarily risked. 



tiv 6 ' U S after ' ak,n 8, hls ^ ^ the House of Representa- 
tives John Qumcy Adams began to present petitions for the abo- 
lition of slavery At first these petitions which people sent to Mr. 
Adams at t racte d bu Httle notKe _ bu[ ^ (hey muh . ^ 

Southern Republicans became aroused. At first they assailed Mr 
Adams for presenting them, but finally there was passed what was 
known as the gag-rule" which prevented the reception of these 
petitions by the House of Representatives. During the next few 
years Mr. Adams put his whole force into breaking down the 
gag-rule and defending the right of petition. On every peti- 
tion day. in spite of the "gag-rule." he would offer, in constantly 
increasmg numbers petitions which came to him from all parts 
of the country for the abolition of slavery. The Southern Repre- 
sentatives came to hate Mr. Adams. In 1837 and again in 1842 
the Representatives threatened to expel him from the House, but 
k»L S gr0und and ably tended himself. Every 

year Mr. Adams renewed his motion to strike out the "gag-rule." 
and forced it to a vote. The majority against his motion kept 
growing smaller and smaller until in 1844 it was passed, and the 
right of petition had been won in the American House of Repre- 
sentatives. 

Put a check mark in front of the three of the following mo- 

Vu* n ■ y ° U th ' nk W6re the ° nes whicn most like,y P rom P' ed 
John Quincy Adams to continue presenting the abolition petitions 
in the House of Representatives. 

He may have wanted to win the admiration of the Northern 

people. 
He may have done it because he believed the right of peti- 
tion should be preserved. 
He may have hoped that by doing this he would win his re- 
election to Congress. 

He may have wanted to arouse some excitement. 

He may have felt that it was his duty to try to break down 

the "gag-rule." 
He may have wanted to arouse the opposition of the South- 
ern Representatives. 

He may have done it just because he enjoyed the strife. 

He may have done it to arouse popular opposition to the 
"gag-rule." 

He may have done it in the hope of winning enduring fame. 

He may have done it just to see how many enemies he could 
make. 



7. William Berkeley, who had been appointed governor of 
\ lrginia, increased his income by selling gunpowder to the In- 
dians. Although the Indians often attacked the settlers and car- 
ried off cattle and sheep, the governor would not attack them. 

At last Nathaniel Bacon determined to lessen the settlers' trou- 
bles, called his neighbors and formed a band to go out against 
the Indians. Soon after the company started they were overtaken 
by a messenger from the governor denouncing as rebels all who 
should not at once return to their homes. Although only 57 out 
of 400 stuck by Bacon, they won a complete victory over the 
Indians. 

Upon their return to Jamestown Governor Berkeley promised 
Bacon that he would return him to his former seat in the council 
if he would live civilly. Bacon doubted the governor's sincerity 
and fled. A short time afterward he returned to Jamestown, 
accompanied by 500 armed men. While all was in confusion in 
the settlement. Governor Berkeley suddenly appeared before 
Bacon, and cried, "Here, shoot me! 'fore God, fair mark! Shoot!" 

Bacon replied: "No, may it please your honor, we will not hurt 
a hair of your head. We have come for a commission to save our 
lives from the Indians and we shall have it before we go." 

The next day Bacon received his commission, givini? him the 
right to go against the Indians whenever he pleased. But when 
Bacon next attacked the Indians, the governor again denounced 
him as a traitor. When he heard that Bacon was returning to 
Jamestown, he, himself, fled. 

4 7a. Put a check mark in front of the three of the following 
motives which you think were the ones which most likely prompt- 
ed Bacon to attack the Indians when Governor Berkeley had re- 
fused to grant him a commission. 

He may just have wanted the advenlure. 

He may have wanted to become the popular leader of the people. 

He may have wanted to stir up trouble with Berkeley just lor the excite- 
ment of it. 

He may have been exasperated by the condition ol affairs. 

He may have wanted to be appointed governor himself in Berkeley's place. 

He may have wanted to bring on a war between the Indians and the colony. 

He may have felt that it was his duty. 

II but did not know what 



.He may have thought that Berkeley intended 
was best to do. 



He may have wanted to put a stop to the Indian outrages so that he and his 

neighbors might live in security. 

He may have thought that he could win friendship of Berkeley in this way. 

14 7b. Put a check mark in front of the three of the following 
motives which you think were the ones which most likely prompt- 
ed Governor Berkeley to refuse to grant to Bacon a commission 
to attack the Indians. 



feared that the Indie 



He may hi 

stroy the colony. 

He may have wanted to sh 



uld defeat Bacon's army and de 



.He 

He 

.He may hav< 
the India 



nay ha 
nay ha 



his own authority in the colony, 
thought that Bacon was not competent to undertake such a task, 
been afraid of losing his own trade with the Indians. 
feared that the colonists would oppose such an attack upon 



.He may have feared that the English Government would 
permitted such an attack to be made upon the Indians. 
le may have thought that he could put a stop to the lndi 



peaceful 
.He may have thought that the Indians were right i 

settlements made on the Indian hunting groundi. 
.He may not have cared enough about the welfare of thi 

them to put a stop to the Indian attacks. 

..He may have loved peace too well to allow a war with th 
started. 



him if he 
ravages by 
attacking the outlying 
lonists to alio 



Indii 



to be 



8. The first newspaper published in New York City, the New 
York Gazette, was the organ of the governor and the aristocratic 
or court party. Nine years later, in I 734, the Weekly Journal, 

I edited by Zenger, appeared and was from the start the organ of 

j the popular party. At the time the governorship of the colony 
was being used to pension off any court favorite otherwise un- 
provided for, without reference to the result of his appointment 
upon the colony, "nger began publishing a continuous suc- 
cession of attacks on the Crown officials, the governing class, and 

i finally upon the governor, Crosby, himself. 

i Zenger was arrested and thrown into jail on the charge of libel. 

I As the chief justice at the time belonged to the popular party, he 
was turned out of office and replaced by one of the stoutest 
upholders of the Crown. Even Zenger's lawyers were disbarred 
from the court so that he had to be defended by one imported 
from Philadelphia. The defense was that the statements as- 
serted to be libelous were true. The attorney-general for the 
Crown took the ground that if they were true, the libel was only 
so much the greater. The judges instructed the jury that this 

; was the law, but the jury acquitted Zenger. The acquittal was 
hailed with clamorous joy by the mass of the population, and 
gave an immense impetus to the growth of the spirit of inde- 

I pendence. 

g 8a. Put a check mark in front of the three of the following 
; motives which you think were the ones which most likely prompt- 
ed Zenger to thus attack the governing class. 
He may have wanted to achieve notoriety. 
He may have wanted to expose what seemed to him a pub- 
lic wrong. 
He may have wanted to take revenge upon the governing 
class for some wrong that he thought had been done to 
him. 
He may have thought that the attacks would increase the 

subscription list of his newspaper. 
He may have wanted to bring about a better condition in 
public affairs. 
He may have wanted to stir up trouble just for the excite- 
ment of it. 
He may have wanted to be made a martyr of by the gov- 
erning class. 

He may have felt that it was his duty to make the attacks. 

He may have thought that many of the governing class 

would themselves welcome such an exposure. 
He may have thought that the governing class would give 
him money to stop his attacks. 

i j 8b. Put a check mark in front of the three of the following 
motives which you think were the ones which most likely 
prompted the governing class to thus prosecute Zenger. 

They may have wanted to win popular' approval. 

They may have thought that such attacks were dangerous 

for the public welfare. 
They may have feared that their party might be overthrown 
and that they might lose their positions. 

They may have thought that Zenger was really a criminal 

who should be punished. 
They may have been afraid to have their actions honestly 

exposed. 
They may have tlought that they were doing right in thus 

prosecuting Zen;er. 
They may have dtne it just to arouse some excitement. 
They may have thought that such attacks were dangerous 

for their own welfare. 
Fhey may have done it just because they enjoyed doing it. 
They may have done it to arouse general dissatisfaction 
with the English Government. 



nor of New York from 
ho was the Roy*' 1 ?* observances, was fond 
1692 to 1698. was very strict in reliff A , wa ys in want of 

of luxury and had extravagant habit 5 - froJ i the different 
• the habit of ^f '"Vehants to disregard the 



9. Fletcher, 



money, he was 
pirate ships, 
laws of trade 



s in u' c iit4w , i merer.-- 
'■•V^?^^ * " 

t0 New York in 1 698. 

,lmg, checked the 



t reoressed toe freemen of 
hurch, and a few rich fam.hes but repre 
lall means. , , en t to 

The Earl of Bellemont who was * ^ 
enforced the laws of trade, pu = ** hunteJ and hung the 

unscrupulous greed of the great merer. )and as he cQn _ 

pirates, and forfeited such of the grants P 
sidered to have been illegally secured. 

si , . , . „c fk e three ot the following 

It 9a. Put a check mark ™^ n ' ™^ hich moitHkely prompted 
motives which you think were the ones wni 

Governor Fletcher to act as he did. ^ ^ 

He may have wanted to vex the bngn.n g 

He a m h a e y S' thought that it was not worth the trouble to 
He^ave'caXe]; Sfabout the welfare of the 



io 10. Two American soldiers, Jasper and Newton returning from 
scouting duty, were told that a man who had left the Ring s 
cause had been captured by the British. Eight guards were now 
taking him to Savannah, where he was to be hanged the next 
day. The two soldiers set out to rescue him. They hastened to- 
ward a spring a few miles from Savannah, where the guards 
would be likely to stop to get a drink. When the British came 
to the spring, they stopped to get a drink. Two of the guards 
were left to watch the prisoner. The rest stacked their guns 
against a tree. Leaping from their hiding place, Jasper and 
Newton each snatched a gun. shot the two guards, and seized the 
rest of the muskets. The six unarmed guards surrendered and 
were marched along back to the American camp with the rescued 
prisoner. 

Put a check mark in front of the three of the following motives 
which you think were the ones which most likely prompted 
Jasper and Newton to try to rescue this prisoner held by the 
British. 

...They may have been afraid that their friends would taunt 
them if they did not rescue the man. 

...They may have wanted to rescue the man just because 
they felt sorry for him. 

...They may have wanted to be looked upon as heroes. 



colony. 



He may have needed the money to keep up his social 

position. , • .i i 

He may have thought that this way of managing the colony 
would be the most pleasing to the English Government. 

He may have thought that the way he followed was the 

one that would make him the most popular in the colony. 
He may have felt that he was really doing his duty. 

He may have wanted to make just as much money as he 

could. 
He may have wanted to make the English rule seem just 

as bad as he could to the colonists. 
12 9b. Put a check mark in front of the three of the following 
motives which you think were the ones which most likely prompted 
the Earl of Bellemont to act as he did. 
He may have wanted to take revenge upon the wealthy 

people of the colony. 
He may have wanted to win the approval of the English 

Crown. 
He may have wanted to stir up some excitement in the 

colony. 
He may have done it to win fame. 

He may have wanted to improve the condition of the re- 
pressed and to see that all received justice. 

He , . ma y nave done it to win a place in future American 
histories. 

He m ?y have done it because he had to do it to hold his 
position. 

He ma y have ** that it was his duty to act as he did. 

He ma V .have wanted to arouse as much discontent with his 
administration as he could 

He may have wan /ed to keep the wealthier colonists in a 
constant state of anxiety. 



...They may have thought that the risk would be less than in 
fighting. _ . 

They may have done it to provoke or anger the British. 

...They may have wanted to win a place in future American 

histories. 
...They may have wanted to outwit the British. 

...They may have thought that if they cornered the British 
party they would receive money to let the British proceed 
on their way. 
...They may have felt that it was their duty to rescue this man. 

They may not have realized the danger there would be. 



LIBRARY OF CONGRESS 



021 763 420 9 







